.6 I57t. 



SAN FRANCISCO 

STATE NORMAL SCHOOL 



BULLETIN No. 15 



A 5IMPLIFILD 



COUR5L OF 5TUDY 




. . . . GRAMMAR 



FREDERIC BURK 
LFFIL B. McFADDEN 

AND 
IRVING M. BRAZIER 



LIST Of COUUSK Of SIUDV fOR Ili[ imimM SCHOOLS 



These courses are published by the State through a revolving Bulletin 
Fund. Address all orders: Bulletin Fund, State Normal School, Buchanan 
and Waller streets, San Francisco. Payment in advance, by check, money 
order or in stamps. 

No. 4 (new series). — A Course of Study in Map Geography; paper bound, 52 pages. By 
Allison Ware. Price by mail, postpaid, SO cents; by local dealers, 35 cents. 
Outline maps. — In connection with Bulletin No. 4, the school publishes a series of 
nine outline maps from which pupils may trace outlines for use in location. These 
maps are 9 by 12 inches in size. They represent the following areas: North 
America, South America, Europe, Asia, Africa. Australia, United States, California, 
and the hemispheres. Price by mail, postpaid for set of nine, 15 cents; by local 
dealers, SO cents. 

No. 5 (new series). — A Course of Study In Literature for the Grammar Grades; paper 
bound, 103 pages. By Allison Ware. Price by mail, postpaid, SO cents; by local 
dealers, S5 ce^its. 

No. 6 (new scries). — A Course of Study in Grammar and Handbook to the State Series 
Text ; paper bound. 89 pages. By Frederic Burk and Effle B. McFadden. Price by 
mail, postpaid, SO cents; by local dealers, .■?.; cents. 
No. 7 (new series). — A Course of Study in History and Handbook to the State Series 
Advanced Text. (This course was issued when McMaster's School History was the 
State Series Text ; by means of a reference leaflet which accompanies the course it 
may be used in connection with the new State Series Text, McMaster's Brief His- 
tory) ; paper bound. 162 pages. By Archibald B. Anderson. Price by mail, postpaid, 
SO cents; by local dealers, S5 cents. 
No. 9 (new series). — A Course of Study in Language; 174 pages. By Effie Belle Mc- 
Fadden. Price by mail, postpaid, SO cents, for paper bound; by local dealers, 35 cents. 
No. 10 (new series). — A Course of Study and Teachers' Handbook in the Common Liter- 
ature of Life; 207 pages, paper bound. By Allison Ware. Price, postpaid, J,0 cents; 
by local dealers, {5 cetits. 
No 11. — A Course of Study in Formal Arithmetic and Teachers' Handbook. By David 
Rhys Jones. 
This Bulletin Is published in various parts as follows: 

Part I. Teachers' Handbook and exercises for integers; 109 pages, paper bound. 
Price by 7naH, postpaid, SO cents; by local dealers, S5 cents. 

Part II. Teachers' Handbook and exercises for common fractions, decimals, per- 
centage, denominate numbers, and mensuration ; S4 pages, pa.per bound. Price by 
■mail, postpaid, SO cents; by local dealers, SS cents. 

Drill Exercise Books Nos. 1, 2, 3, and 4 ; paper. Price by mail, postpaid, 10 
cents each; by local dealers, 15 cents. These drill books are intended to be used 
exclusively by pupils, and may be purchased in bulk for classes ; they contain 
merely the exercises from the Bulletin as follows: No. 1. Addition and Subtraction 
(22 pp.) ; No. 2, Multiplication and Dii-ision (23 pp.) ; No. 3. Common Fractions 
(15 pp.) ; No. 4, Decimals, Percentage, Denominate Numbers, and Mensuration 
(24 pp.) ; answers to these exercises are found in the Handbook. 
No. 12. — Review Courses of American History by means of Composition Topics, and Teach- 
ers' Handbook to the use of the California State Series Texts. By P. F. Valentine. 
Part I. Teachers' edition containing Introduction and directions for use of the 
composition method, the pupils' topics of the primary text, the pupils' topics of the 
advanced text, a paragraph directory to the te.xt, and a cumulative fact review of 
the advanced text ; 73 pages. Price, postpaid, 25 cents. 

Part II. Pupils' edition containing the composition outlines which follow the State 
primary text in history; 10 pages. Price, postpaid, 5 cents. 

Part III. Pupils' edition containing the composition outlines which follow the State 
series advanced text in history, the paragraph directory to the text, and the cumula- 
tive fact review for the same ; 48 pages. Price, postpaid, 10 cents. 
[Continued inside back cover.] 



5AN FRANCISCO 5TATL NORMAL 5CHOOL 

BULLETIN No. 15 



A SIMPLIFIED COUR5L OF 
STUDY IN GRAMMAR 



BY 

FRLDLRIC BURK 
LFFIL B. McFADDLN 

Supervisor of the Teaching of Language 
AND 

IRVING M. BRAZ1E.R 

Supervisor of the Teaching of Grammar 
San Francisco State Normal School 



SACRAMENTO 

FRIEND WM. RICHARDSON ------ Superintendent State Piintine 

1Q12 






Copyright 1912 Iiy Effie B. iJcFAmiEN 



75. «f fv- 



THE SIMPLIflCATION Of GRAMMAR TEACHING. 

The proponents of teaching English grammar in the elementary schools still assume that an 
understanding and knowledge of language structure through a study of grammar will act as a 
preventive against the contraction of the disease of incorrect usage and as a cure-all for diseases 
already contracted. These worshipers at the shrine of grammar maintain, in the event of a 
child's immersion in surroundings where these contagious maladies of ill-usage exist, that a 
study of grammar properly potioned before or after other school meals will cure the affliction. 

To grant to a study of grammar all of the benefits commonly claimed for it would be folly. 
If a person stopped to think of the time forms of verbs before saying "I done it," or of the 
functions of the adjective before remarking "I did it good," a study of grammar would be of 
inestimable worth. But the disease of incorrect usage has crept upon the child and he fails to 
administer to himself the dose which his physician, the grammar teacher, has prescribed. He 
usually fails to make use of the grammatical principles with which he wrestled for years. His 
reasoning faculties usually neglect to apply these principles as an antidote for incorrect usage. 
Since our study of grammar has not appreciably improved his defective use of Engli.sh, let us 
change the prescription. A cultivation of the habit of correct usage is brought about more 
quickly and more surely by ear training than by an appeal to reason. Much of grammar, as at 
present taught, should consequently give way to language drills. 

If there is any value accruing from a study of grammar, it can only come from a study of 
those elements that have a direct and clear-cut influence on the correction of written and spoken 
errors and in the subsequent establishment of tlie habit of correct iLsage. There is no need of 
presenting those language structures in which no errors commonly occur. No treatment is ever 
needed for ills which do not exist. "Why teach person when no one ever heard a child, say "Mai\v 
studied my lesson" for "Mary studied her own lesson"? Of what value is a study of gender 
when such an error as "John spent her money" for "John spent his own money" is never 
made? Who can cite an error arising from a confusion of nominative and objective cases of 
nouns? Has ignorance of the factitive complement or indirect object ever led to the error of 
"They painted the barn whitely" or "She made I a dress"? Has a classification of verbs as 
transitive and intransitive ever lessened such errors as "The men was here" or "I done my 
work"? Has a classification of adjectives as descriptive and limiting, and of adverbs as those 
of time, place, manner and degree ever had any value in correcting such errors as "Tlie men 
did the work good" or "The rose smells sweetly"? These are but a few of the phases of gram- 
mar which have been taught that have absolutely no value in the correction of habitual errors. 
To this list can be added the study of phrases, clauses, participles and infinitives as modifiers ; 
the classification of nouns as concrete, abstract and collective; of conjunctions as coordinate or 
subcoordinate and the distinction between a declarative and imperative sentence. These elements 
have no value in the correction of common errors of speech and written work, for no errors arise 
due to a lack of their study. Why take a medicine for an affliction which has no existence except 
in the imagination of a few grammarians? 

What are the common errors of speech and written compositions in correction of which a 
study of grammar may prove of value? The most general are (1) lack of agreement in number 

(iii) 



between subject and predicMte; (2) lack of agreement in number between pronouns and their 
antecedents; (3) the use of nominative ease pronouns as objects; (4) the use of objective case 
pronouns as attribute complements, and occasionally as subjects; (5) the use of an adjective for 
an adverb; (6) the occasional use of an adverb for an adjective when the adjective is an attri- 
bute complement; (7) the misuse of certain time forms of verbs; (8) errors in the use of the 
apostrophe in possessive nouns; and (9) double comparison of adjectives. Bearing in mind the 
demands of efficiency, we should include in our course only those elements that have a direct 
value in correcting these blunders. 

What fundamentals, essential to the correction of lack of agreement between subject and 
predicate, must be studied? Clearly nothing more than a study of the number forms of nouns 
and of verbs. The teaching of number forms of nouns is a simple thing, Imt with verbs our 
problem is more diiBcult. Tlie old idea of conjugations required a tremendous expenditure of 
time and energy and did not accomplish the desired end. Conjugations should be simplified by 
teaching that a verb is singular wJien spelled in one way and plural when spelled in another. 
The elements of tense, or time, and person have absolutely nothing to do with the agreement in 
number between subject and predicate. 

Gender can well be eliminated, for few errors ever arise from that source. Who ever heard 
the expression "John told her" when the meaning is "John told him"; or "Henry brought her 
book" when the intent is "Henry brought his own book"? True, the possibility of error is 
present, and because of such possibility gend(-r lias been taught for centuries, but experience has 
shown that few errors of that nature arise. The contiiniance of teaching gender is merely 
another of the numerous fallacies handed down to us liy our [leilantic predecessors and continued 
by oiir no less pedantic colleagues. 

Past, present and future time forms of vcrlis must be taught, but not liy means of six tenses. 
Teach that said, have said, has said, and liail said are the definite ways of expressing past time, 
without burdening the child's mind with pasl. past perfect and present perfect tenses. What 
pupil ever realized that verl)s in the past perfect tense "express completed action at some past 
time," and that those in the present perfect tense "express a completed action at the time of 
speaking," and what good purpose in life is to be served even if he did? 

What has been said of verbs expressing past time is equally true of those used in future time. 
Teach that sliall say, will say, sliall have said and will have said are the forms which express 
future time, but there is no occasion to burden the child's mind with abstract definitions of future 
tense and future perfect tense or their conjugation forms. 

An ability to recognize nouns and verbs is of course essential before their number forms can 
be taught. The same is true of all other parts of speech. Much drill work should be inserted to 
accomplish this work of recognition. 

The common errors made in the use of the pronoun are four: (1) lack of agreement in 
number with its predicate; (2) lack of agreement with its antecedent; (3) the use of the nom- 
inative form as object of the verb, object of the preposition, object of the participle and object 
of the infinitive; and (4) the use of the objective form as an attribute complement, and occa- 
sionally also as a subject. The first two of these errors can be assisted by a study of the number 
forms of the pronoun, and such teaching will require but little time. The number forms should 
be taught as one step and the subject and ol)ject forms sliould be taught as a separate step. 
Gender can be omitted for reasons previously sl.-ited. 

(iv) 



In adhering to the old custom of declension we formerly tried to teach number, person, 
gender and case; four steps all at once, and decidedly at variance with the common sense rule of 
"one thing at a time." Pupils should be taught that I, you, he, she, it, ine, him and her are the 
singular pronouns ; and that we, you, they, us and them are the plural pronouns. Person should 
be omitted entirely, for few errors are due to this source. We never hear "Mary struck me" 
when the meaning is "Mary struck him," so why worry the pupil with a study of person? 
Teaching certain pronouns as nominative case pronouns might be permissible if the proper asso- 
ciations were made, but we are teaching a superfluous term. We can accomplish the same aim 
with better results by teaching the nominative case pronouns as "sub.ject" pronouns, which can 
also be used as attribute complements. With objective pronouns it is better to teach concretely 
that certain pronouns can be classed as "object" pronouns and can be used as the objects of 
verbs, of prepositions, of participles, and of infinitives. By doing this we leave out entirely all 
consideration of the term "case." With the dropping of the terms nominative case, objective 
case, person and gender we have done away entirely with the declension of pronouns as such. 
Practice .shows it to have been a profitable elimination. 

The argument may be advanced that if the declension of pronouns is dropped we are also 
omitting the pronouns in the possessive case. We do not desire to teach the possessive pronouns 
at the same time we are dealing with the number forms and the subject and object forms of 
pronouns, for it is in violation of the requirement of "one thing at a time." Let us take up 
first the number forms of pronouns as previously outlined, then the "subject" and "object" 
pronouns. Still later teach the possessive pronouns as such. My, mine, liis, her, hers, its. our. 
ours, you, yours, their and theirs should be recognized as pronouns which show ownership. 
Their number should be mentioned; but little emphasis will be necessary on this point. Person 
and gender can be dropped for reasons previously given. 

The recognition of adjectives and adverbs, and what they modify, of course, is essential. 
Late in the course much drill should be given in false sj'ntas to correct the errors in which an 
adjective is used for an adverb modifying a verb, as "Indians tortured their prisoners cruel." 
and where an advei'b is used for an adjective as an attribute complement, as "The rose smells 
sweetly" or " I feel sickly." Let us hope the time will come when these forms may be taught 
by language drills and the long and tiresome drills upon adjectives and adverbs may be dropped 
from oi^r course of study in grammar. 

The only value in teaching prepositions is in order that the recognition of them will assist 
in the j^roper use of pronouns as their objects. Absolutely no grammatical errors are due to a 
failure to understand what the prepositional phrase modifies, and the study of prepositional 
phrases as modifiers should be dropped from the course of study. 

A recognition of infinitives and participles is of value for two reasons: (1) to avoid the con- 
fusion of these forms with the predicate, and (2) that the proper form of the pronoun as their 
objects may be used. The study of infinitives and participles as modifiers is useless. We merely 
want to establish a ready recognition of their forms. 

Irregular verbs should be taught as spelling lessons. There is no need of introducing the 
terms regular and irregular. Teach that most verbs form their past form and past participle 
by adding d or ed. All others are to be memorized. 

Collective nouns need not be taught. The only value in teaching them at all is in reference 
to their agreement with their predicates. Since either a singular or plural verb may be used, 
and since either is grammatically correct, we need not bother with this form of nouns. The dis- 

(V) 



tinetion between the thoughts expressed liy a collective noiui is a nicety that we shall leave to 
the teachers of rhetoric. 

The treatment of possessive nouns is of some importance as they are the largest source of 
error in written composition. We must teach how to form the singular and plural possessive 
forms, but we do not need to mention case. 

Attribute complements must receive much drill in order that the sulg'ect form of the pronoun 
will be used after tlie vei'b he or any copula, and also that the adverb will not be used where 
an adjective should be the attribute complement. 

The comparison of adjectives and advei'bs should be included merelj' for the good that may 
accrue from a later study of false syntax in double comparison. ^ 

A study and recognition of conjunctions is of use in the selection of the correct form of the 
verb with a compound subject, and the proper form of the pronoun when the object of the verb 
or of the preposition is compound. Examples of the latter are, "She chased him and I" and 
"Will told it to her and I." In examples of this kind it is usually the second pronoun that is 
incorrectly used. Occasionally a laclv of agreement in a compound predicate is found and the 
study of conjunctions is of benefit in the correction of such an error. 

The classification of clauses as dependent and independent is another of the useless pedantries 
of grammar instruction. No errors are due to lack of knowledge of such a cla.ssification. Com- 
poiind sentences sliould be broken up into their clauses in order that a proper agreement in 
number is secured between subject and predicate within the clauses. By eliminating a classifica- 
tion of clauses as dependent or independent and by ceasing to study the clause as a modifier 
we have succeeded in wiping out the classification of conjunctions as conjunctive adverbs, sub- 
ordinate and coordinate conjunctions and have included the three former classifications under the 
one head of "connectives." By dropping a study of clauses as modifiers we have ceased to 
worry over complex sentences and now need teach only the two classes, simple and compound. 

Relative pronouns must be included for the sake of the correct use of wJio and whom, and 
for the agreement between subject and predicate in tliose clauses in wliich the relative pronoun 
is the subject. 

This course of study has not only attempted to retain all really useful material, but it has 
also attempted to present the useful minimum in such a way as to throw the emphasis on those 
principles upon which stress is needed. 

If any one feels that some elements have been eliminati'd that sliould be retained, let him 
advocate the teaching of those elements in the high school. The only justifiable defense of 
teaching grammar in the elementary school is to lead to a more correct use of written and spoken 
English. The omitted elements have no value in the correction of errors common to every day 
speech and written work. If a knowledge of these omitted elemeuLs is indispensable to a study 
of foreign language, rhetoric or grammar in the high school, it would seem that the high school 
can surely meet its own needs. 

IRVING M. BRAZIER. 
.State Normal School, Saa Eraueiseo, Cal. 

April, 1912. 



(vi) 



INSTRUCTIONS FOR USE OF BULLETIN. 

Oral Presentation. 

No written worlc, as a rule, sliould be done until after the same work has been gone over 
orally in class. In the first eleven exercises the oral work will consist of filling in the blanks 
with words which are later to be written in those blanks by the pnpil. Beginning with Exer- 
cise 12, and in subsequent exercises, words are to be underlined and word colnmns filled in. In 
exercises of the latter type (iising Exercise 12 as an illustration) the oral presentation should 
consist of (a) going through the sentences to select only the pronouns, (h) going through the 
sentences a second time and selecting only the nouns, (c) going through the sentences a third 
time selecting only the verbs. 

The teacher should not make the mistake of attempting to cover .several of the steps in going 
once over the sentences. Take up one element the first time over, a different element the second 
time over, and so on until all of the steps have been covered. It is one of the aims of the course 
to present the work in such a way as to focus the attention of the pupil upon one element at a 
time. 

In the exercises in which words are to be underlined there is no necessity,- in the oral lesson, 
of telling what marks should be placed under a given word. Determine, for example, that he 
is a pronoun, but do not take time in the oral lesson to saj^ that a straight line is to be placed 
iinder that word. The aim is not to jot down certain markings, but to recognize certain parts of 
speech and forms. The underscorings are nierel.y evidences of the success of this recognition. 

Written Work. 

At the close of the oral period assign the written work with instructions that only those steps 
covered orally in class are to be done in the written work before the next oral recitation. Thus, 
if there are five steps in the written work of a given exercise and only the first two have been 
gone over orally, the teacher should instruct pupils to do only those things called for in steps 
(a) and (&). The remaining steps will be written after their oral presentation on the following 
day. 

Too much emphasis can not he placed upon the necessity of performing hut one step at a time 
in the written uwrk. In the first eleven exercises few instructions will be needed except to direct 
the pupil to fill in the blanks, but in such work as is given in Exercise 12 the teacher must warn 
the pupil to complete step (a) before proceeding to {h), and to complete ih) before proceeding 
to (c) and so on. If pupils attempt to do more than one step at a time, the attention is not 
focused on one element but is scattered over a number of elements, and errors are much more 
frequent. 

Suggest to pupils that they place a dash ( — ) before the directions for each step when that 
step is completed. This will avoid the pupil's omission of any of the steps. 

When lists of words are to be selected by the pupil from the sentence and written down, 
the number of words to be so written is indicated in parentheses immediately after the direc- 
tions. In Exercise 17, for example, the number 16 following the directions of step (c) indicates 
the number of nouns to be selected from the sentences. After the pupil has selected the noun 

(vii) 



from the last sentence he should count the number of words he has written and see if he has 
sixteen. Any shortage will be proof that some have been omitted, and the pupil should again go 
over the sentences in search for such omissions. 

Insist vpon a 'icrittiii correction of the previous day's errors before the new day's written 
work is begun. Leniency in this respect may soon lead to very careless and ineffective work. 
Rigid enforcement of this rule will not only tend to make pupils more careful, but will enable 
them to profit by their former mistakes. 

If certain jiupils are slower than the average in doing the written work, the teacher may use 
her judgment in re(|uiring such pupils to take home the exercise books and doing the remaining 
work there. 

In the event of a child's absence from school, the teacher may require the absentee, upon his 
return, to begin the written work just where he left off prior to his absence. In this M'ay none 
of the work will be omitted. Provision must of cour.se be made for instruction on new phases 
of the work which may have been first taken up by the class during the child's absence. 

Correction of Work. 

At the conclusion of the written period, or at the beginning of the oral period of the following 
day, the teacher should read from her own exercise book the correct written work. If blanks 
have been filled in, read the entire sentence containing the words supplied in the blanks. If 
words are to be underscored, the teacher can read, "one straight line under he. three straight 
lines imder sings, two straight lines under so)igs.''' etc., thus indicating the markings of the 
various elements. As a pupil finds a word incorrectly inserted or incorreetl.y underscored he is 
to draw a V or a check through it. The total of these checks will indicate the number of actual 
errors made by the pupil. The teacher can have each pupil correct his own paper, or can have 
papers exchanged before correction, as she deems most advisable. This device of correction will 
save the teacher a large amount of time and lab<n'. 

Hovi' to Determine Percentages. 

After the completion of all steps of an exercise, or when an exercise is wholly completed, the 
pupil should count all the checks found in the written exercise. This total represents the number 
of "actual errors" (A. E.) made in the exercise and should be written on the line after A. E. at 
the beginning of the exercise. The number printed after P. E. represents the total number of 
"possible errors" in the exercise. To find the percentage, subtract the numljer of actual errors 
from the number of possible errors and divide the remainder by the number of possible errors. 
Illustration: P. E. 63, A. E. i (63 — 4=59. r)9 -: 63= .93) ',[93. The teacher may use her 
discretion in requiring pupils to determine these percentages. To find a child's standing for the 
month, total all i^ossible and actual errors of exercises covered during the month and divide their 
difference by the number of possible errors. 



(viii) 



EXERCISES IN GRAMMAR. 



Exercise 1. P. E. 64. A. E. . % 

To find the predicate. 

Write upon the board the sentence, "Dogs bark." Draw underneath it an empty diagram 

thus: ,\ and write hark in the predicate place, saying as you do so, 

" barA: tells what is done. Therefore, 6arfc is the predicate." The purposes are to associate the 
word, predicate, with its specific place in the diagram and to teach this language form. Explain 
that of the two places in the di.igram the second one belongs to the predicate and is always 
occupied by it. Manage to repeat two or three times the language form, "bark tells what is done. 
Therefore, hark is the predicate," for before we X'equire pupils to use it we should make it as 
familiar as possible to the ear. 

Write "Bears growl" upon the board, and if the pupils have given interested attention, ask 
them to say what word tells what is done, its name, and into what space in the diagram it should 
be placed. Proceed with the other sentences of Exercise 1 in the same way, using the language 
form as often as possible. Before the lesson is over write the word "predicate" on the board and 
have the pupils spell it and pronounce it distinctly. This will do very well for the first lesson. 

At the next lesson use the same sentences, but make the aim to teach the pupils to use the 
language form themselves. 

Write "Dogs bark" on tlie board. Underneath this sentence write the following language 
form, "bark tells what is done. Therefore, bark is the predicate." Immediately underneath 
the language form place the diagram and write bark in the predicate place, leaving subject 
place blank. Leave this on the board and lead the pupils to use the same form in succeeding 
exercises. Send the pupils to the board, dictate sentences and require them to place the predi- 
cate in the diagram. Then have them recite the language form. Drill in this manner orally 
until pupils readily can pick out the predicate and recite the language form. 

To find the subject when the subject refers to tilings. 

Write iipon the board the sentence, Dogs bark. Draw the diagram and call upon some pupil 
to give the predicate and recite the language form. Write out the language form for finding 
the predicate and then place the predicate in its place in the diagram. Immediately following 
the language form for .finding the predicate again write bark, placing what before it and a ques- 
tion mark after it, thus, What bark? Call for volunteers to answer the question. Receiving the 
answer. Dogs, write it in the subject space of the diagram saying, "What bark? Dogs. There- 
fore, dogs is the subject." Go through the process with one or two other sentences explaining 
that the subject is found by prefixing u-hat to the predicate and answering the question tlnis 
formed. 

Repeat the language form ns much as possilile in order to familiarize the class with it before 
calling upon the pupils to recite it. 

A second or third oral lesson will probnl)ly lie necessary before the language form is learned 
well enough for assignment as seat work. As soon as possible, however, have the pupils write it. 
Using the sentences of Exercise 1 (a portion of which should be written upon the board if 
pupils have not the Exercise Books), require this form of written work upon the pupils' papers: 

Dogs bark. Barfc tells what is done. Therefore, hark is the predicate. What bark? Dogs. 
Tlierefore. dogs is the subject. 

Dogs ^ bark. 

(1) 



Do not pass to Exercise 2 until every pupil in the class can s'ive and write these language 
forms with practical perfection. 

Caution: Be particularly careful in this and all subsequent sentences that the pupil writes 
the predicate tirst. ))ef<)re lie writes the subject. Our wurk is to establish l)y habit uf procedure 
the way to disentangle the elements of a sentence. These sentences are extremely easy, of course, 
and the tendency to write the subject first will prevent the forination of the habit. Consequently 
later, when involved sentences are introduced, mistalvcs will constantly occur because the pupil 
will first look for the subject and guess the wrong one. Consequently in the early stages extreme 
care must be maintained that the pupil proceeds to disentangle the sentence in this order: pred- 
icate subject, complement. If he slurs the early process he will not be ac((uiring the right habit. 

A second important caution to be made is that the teacher nuist never permit a pupil to state 
that a given word is the pri>dicate, and then i)roceed to tell why it is, as "/)«*•/,• is the predicate, 
because it tells what is done." Bark tells what is dime, therefore /)(/*•/,■ is file in'cdicate. This 
error of method is responsible for the large share of difficulty in comprehending grannnatical 
relationship.s. It puts the cai't before the Iku'sc. The necessary order of thought is first to think 
what the given word does in the sentence, and when this is discovered we give the proper name. 
If we permit the error pujiils acciuire tlie habit of guessing the name without making any effort 
to find the function or relationship of the word. It follows that the pui>il soon loses all compre- 
hension that these are relationships, and deems that success is wholl\- a matter of happy guesses. 
On the other hand, our whole purpose is ft) compel his mind to focus itself upon the relationship, 
and once this is discovered the naming follows as a sinqile matter of (bourse. Particularly is this 
error common in the teaching of the parts of speech. Teachers ask, "What part of speech is 

?" The child does not thinlc. but hazards a Imppy or unhappy guess, and then 

the teacher asks, "Why?" A mad scramble for possible or impossible reasons follow's, which in 
turn are merely guesses. It would he l)etter if teachers would reverse the order of ((uestioning 
and ask first wlnil thi' word does. Tlie naming of the class of words wliicli |)ei'forms this 
service of course follows. Conse((uently throughout tlii.s ('ourse of Study the language forms 
invariably re([uire the puyjil tirst to state tlie relationship, if there is any, and the name of the 
office or part of speech follows as a consiMiuence. Insist, therefore, from the beginning in a 
rigid adherence to the order of the language forms. 

(live the pupils theii' exeri'ise books for se;it work after they have tlioroiieIi]_\- mastered the 
language forms, (io through the first lesson sluiwiiig them just what is rccjuired. where to find 
the language form if they should forget it, and explain what is meant by the terms "analyze" 
and "diagram. " 

Date 191 

,\nalyze and diaijram the following sentences: 

1. Dogs bark. 
.^_^^5^!:l£^__ tells what is done. Therefore ^'"'k is the predicate. What bark? 



Dogs Tllorofr^^.o dogS 



Therefore, Q^g^ is the subject. 



dogs ^ bark 



2. Bears t;rowl. 

tells what is dom.'. TJierefore. is the predicate. 

What ? . Therefore, is the subject, 

,\___. 



Roosters crow. 
_ tells what is done. Therefore, . is tlie predicate, 

(2) 



What ? . Therefore, 

is the subject. 

^ ,\ 

4. Fish swim. 
tells what is done. Therefore, is the predicate. 



What : ? . Therefore, is the subject. 

A 

5. Fire burns. 

tells wliat is done. Therefore, is the predicate. 

What ? ■ Therefore, is the subject. 

A ? 

6. Grass grows. 

tells wliat is done. Therefore. is the predicate. 

What ? . Therefore, is the subject. 

A 

'7. Ships sail. 

telLs what is done. Therefore, is the predicate. 

What ? . Therefore, is the subject. 

,\ 

8. Win-ds lilow. 

tells what is done. Therefore, is the predicate. 

What ? _. Therefore, is the subject. 

,\ 

9. Hens cackle. 

tells what is dmie. Therefore, is the 



predicate. What ? . Therefore, 

is the subject. 

J^ 

10. ilules kick. tells what is done. Therefore, is the 

predicate. ? . Therefore, 

is the subject. 



Exercise 2. P. E. 85. A. E. . % 

To find till suhji ct ivlmi il n fcrs fo pir.'ioiis. 

Proceed in the same manner orally as in the first lesson upon the subject using irho instead 

of what, explaining that when the subject refers to persons the (pie.stion is formed with who 

instead of \rhaf. and that whiit refers only to animals and things. A little drill will simn Viring 

to the pupils a sense of the distinction. Give at least one day's drill upon the sentences of 

Exercise 1, in which what is exclusively used. For seat work use the same sentences that were 

used oralh'. 

(3) 



Date , 191 

Analyze and diagram the following seuteiiees: 

1. Boys climb. 
tells what is done. Therefore, is the predicate. 



Who ? Therefore, is the subject. 

A 

2. Women sew. 

tells what is done. Therefore. is the predicate. 

? Therefm-e. is the subject. 



3. Gii'ls sing. 

tells Therefore. is the 

, ? There- 



fore. is the subject. 

,\ 



4. Men work. 

tells what is done. Therefore. is the predicate. 

? Tlierefore. is the subject. 



5. Children play. 
tells what is done. Therefore. is the 



Therefore, is tin? 

A 



6. Babies cry. 
tells what is done. Therefore. is the 



-. Therefore, is the subject. 



7. Pupils study. 

tells what is done. Therefore, is the predicate. 

? . Therefore. is the subject. 



8. Carpenters saw. 

tells what is done. Therefoi'c. is the predicate. 

? Therefore, is the subject. 

A 

9. Soldiers fight. 

tells what is done Therefore, is the predicate. 

? Therefore, is the subject. 



(4) 



10. 



Blacksmiths hammer. 

tells what is done 

? 



Therefore, 



Therefore. 



A. 



is the predicate. 
is the subject. 



Exercise 3. P. E. 80. A- E. 7c 

To find the subject — misceUancuKs sentences. 

The purpose of Exercise 3 is to drill the pupils in determining whether the question to be 
asked should contain ivho or wliat. Since pupils can not always determine whether to use icho 
or what in finding the subject until the subject itself is first found it will be advisable for the 
teacher to suggest to the pupil that he ask himself a question embracing a combination of ^vho 
and what. Thus, in the sentence "Dcgs bark" the pupil can go through some such mental 
process as the following: ''Bark tells what is done. Therefore, bark is the predicate. Who or 
what bark? Dogs. Therefore, dogs is the subject." Having used this form mentally, his work 
with Exercises 1 and 2 will enable him to determine whether who or ivhat is to be used. The 
pupil can then analyze the sentence aloud and ask the question with what. 

Similarly in the sentence "Women sew" suggest to the pupil that he think of the question, 

"Wlio or whnt sew?" His mental answer, ivomen, will determine whether icho or wliat is to be 

'used, and in the language form that is to be given orally he can give the form using ivho, he 

having found that what is not the proper word to use in this sentence because the subject, ivomcn, 

is not a thing. 

Date , 191 — 

Analyze and diagram the following sentences: 



1. Boys whittle. 



tells what is done. 

1 



Therefore, 



Therefore, 



is the predicate. 
is the 



subject. 



2. Snakes crawl. 



tells what is done. Therefore, 



is the predicate. 

Therefore, is the 



subject. 



_A_ 



3. Bakers bake. 



tells what is done. Therefore, 

? Therefore, 



is the predicate. 
is the 



subject. 



4. Stars twinkle. 



subject. 



tells what is done. Therefore, 

? Therefore, 



is the predicate. 
is the 



(5) 



5. Wood burns. 

tells what is doiio. Thci'cfore. is the predicate. 

? Therefore. is the 



snltject. 

\- 



6. Children scream. 

tells what is done. Therefore, is the predicate. 

? Tiierefore, is the 



sub.ject. 



_^_ 



7. Wasps stinfC- 



tells what is done. Theivfore, is the predicate. 

? Therefore. is the 



sub.iect. 



_A^ 



8. Rivers flo 



w. 



tells what is done. Therefore, is the predicate. 

'! Therefore, '- is the 



subject. 



^ 



9. Mai'v sino's. 



tells what is done. Tiierefore, .. is the predicate. 

? Therefore, is the 



subject. 



_jN_ 



10. lioats ui)S(>t. 



tells what is done. Therefore. is the predicate. 

? Therefore, is the 



subject. 



_j\_ 



Exercise 4. V. E. 140. A. E- 



To tcacli the complement wlien the eompJ( meut dtx x not refer to persons. 

When tlie class is able to analyze with some readiness sentences eontainins only predicate 
and subject, we may add tlie complement, usinu' the sentences of Exercise 4. Write upon the 
board "Cows eat grass." Have some ])upil go through the language form as far as the predicate 
and subject are concerned, jilacing the words properly in the diagram and extending a space for 
the complement, thus, 

:\ I 

Then write underneath the cjuestion formed by adding what to the subject and predicate, 
thus "Cows eat what?" Call iipon some volunteer to answ(>r tlie question, and then write grass 
in the diagram, remarking "Cows eat what?" (irass. Therefore, (/rass is the complement. 

(6) 



Drill orally with these sentences requiring that pupils shall give the complete forms, includ- 
ing those for predicate and subject as well as complement. This complete form, using the sen- 
tence, "Cows eat grass," is as follows: "Eat tells what is done. Therefore, cat is the predicate. 
What eat? Cows. Therefore, com's is the subject. Cows eat what? Grass. Therefore, f/ross is 
the complement. ' ' 

Before the first lesson is completed teach the spelling of "complement" (noting that it is not 
"compliment"), and its distinct pronunciation. 

Date 191 — 



Anah'ze and diagram the following sentences: 

1. Cows eat grass. 
tells what is done. Therefore. 



subject. 



is the complement. 

_A \ 



2. Horses draw wagons. 
tells what is done. 



Therefore, 



subject. 



is the complement. 

A 



3. Fire burns wood. 
tells what is done. Therefore, 



subject. 



is the complement. 

-J\ 



4. Cats catch mice. 
tells what is done. Therefore, 

'J 



subject. 



is the complement. 

^ 



I 



5. Girls sing songs. 
tells what is done. Therefore, 

1 



subject. 



is the complement. 

A 



6. Water boils egs 



tells what is done. Therefore, 

? 



Therefore, 



Therefore, 



Therefore, 



Therefore, 



Therefore, 



Therefore, 



is the predicate. 

is the 

Therefore, 



is the predicate. 

is the 

Therefore, 



is the predicate. 

is the 

Therefore, 



is the predicate. 

is the 

Therefore, 



is the predicate. 

is the 

Therefore, 



is the predicate. 
is the 



(T) 



subject. ? Therefore, 

is the complement. 

,^ ^^_ 

7. Dogs eat meat. 

tells what is done. Therefore. is the predicate. 



? Therefore. is the 

subject. " Therefore, 

is the complement. 

,\ \ 

8. Boys play marbles. 

tells what is done. Therefore, is the predicate. 

? Therefore, is the 



subject. ? . Therefore, 

is the complement. 

____.._ .^\ \ 

9. Children play games. 

tells what is done. Therefore, is the predicate. 

? Therefore, is the 



subject. ? Therefore, 

is the complement. 

. '\ ^ 

10. Carpenters saw boards. 
tells what is done. Therefore. is the predicate. 



'■ . Therefore, is the 

subject. ■ ? Therefore, 

is the complement. 



Exercise 5. P. E. 140. A. E % 

To find the coinpleMeiil iclicii llu com ph. iik nf rr/V ;-.s' to persons. 

Develop the lesson as in tiic jirevious one, but explain that when the comiilement refers to 
persons we must vise whom, not irttal. P>e especially careful that the pupils use whom, not the 
ung'ranimatical form of irtio as the oliject of a verb. 

Date , 191 — 

Analyze and diagram the following sentences : 

1. Tigers kill men. 

tells what is done. Tlierefore, is the predicate. 

. ? Therefore, is the 



subject. ? Therefore, 

is the complement. 

' ,\ L 

(S) 



2. Horses carry men. 

— ■ tells what is doiu'. Tlierefore, 

? Therefore, 



subject. 



is the complement. 

A 



I 



3. James struck Robert. 

tells what is done. Therefore, 

? Therefore, 



subject. 



is the complement. 

A 



4. Bloodhounds chase criminals. 
tells what is done. Therefore, 



subject. 



is the complement. 



^V_ 



5. Policemen arrest thieves. 
tells what is done. Therefore, 



Therefore, 



subject. 



is the complement. 



J\_ 



6. Trains carry people. 

tells what is done. Therefore, 

? Therefore, 



subject. 



is the complement. 

A 



I 



7. Thieves rob people. 
tells what is done. Therefore, 



subject. 



-. Therefore, 



is the complement. 



8. James met friends. 

tells what is done. Therefore, 

<). Therefore. 



subject. 



is the complement. 

A 



(9) 



is the predicate. 
is the 



-. Therefore, 



is the predicate. 
is the 



-. Therefore, 



-. Therefore, 

1 



is the predicate. 

is the 

Therefore, 



is the predicate. 

is the 

Therefore, 



is the predicate. 
is the 



-. Therefore, 



is the predicate. 
is the 



_. Therefore, 



is the predicate. 

is the 

Therefore, 



9. .Mdtlicrs wnsli liabics. 

ti'lls what is done. Thcrefcirc, is tlie predicate. 

. — ? Therefore, is the 



subject. ? . Therefore, 

is the eomplernent. 

A \ 



10. Cats scrateh children. 

tells what is dniie. Therefore. is the predicate. 

? . Therefore, is the 



sub.)ect. '? . Therefore, 

is the complement. 

A \ 



Exercise 6. 1'. E, UO. A. E ',:;, 

To find 1hc coiiijilniiriil — niisrclliDK oi/s s<')ili :irrs. 

The purpose of Exercise 6 is to drill the pupils in ddi'i'minini;' whether the question to be 
asked should contain ivliom or what. Since the pupil can not determine which word is to be 
included in the questimi until after the complement has been found it will be advisable to tell 
the pupils til iiiciitally ask' "Whom or irliat'" Thns. in "Tin'ers kill men" the pupil can ask 
himself the question. "Timers kill whom or irlml .'" rpcin obtaining' the answer, men, he knows 
from a study of E.xercise 5 that the complement is a pei-son, and in his oral language form he 
can then ask, "Tigers kill whom?" Similai'ly in "('ows eat ha.v" the child can mentally ciues- 
tion, "Cows eat irJioni nv irliat.'" The answer, lioi/. slmws that the complement is not a person, 
and that irhat slmulil be used in the oral language form. Remember that this combination of 
ivho»i and irli<tf in thr ((uestion is merely intended as a guide in the choice of wliom and what in 
the language form, and is given liere to assist the ])ui>il in disei'iininating Ijctween the two words 
when using them in the language form. 

Date , 191 

Analyze anil liiagi'ani: 
1. Calves drink milk. 
tells what is dune. Thei'efore. is the predicate. 



? Therefore. is the 

subject. ? Therefore, 

is the complement. 

/^ \ 

2. Bees stung Ileni-y. 

tells what is done. Therefore. is the predicate. 

? . Therefore, is the 

subject. ? Therefore, 

is the complement. 

A ^ 



(10) 



3. Soldiers fight enemies. 
tells what is done. Therefore, 



Therefore, 



subject. 



is the complement. 

^. 



4. Chickens scratch dirt. 
tells what is done. Therefore, 



subject. 



Therefore, 



is the complement. 

^ 



5. Girls pick tlowers. 

tells what is done. Therefm-e, 

? Therefore. 



subject. 



is the complement. 

A L 



6. Hogs kill snakes. 
tells what is done. Therefore, 



subject. 



Therefore, 



is the complement. 

_A L 



7. Dogs follow men. 

tells what is done. Therefore, 

? Therefore, 



subject. 



— is the compli'itirnt: 

^ 



I 



8. Indians scalped victims. 

tells what is done. Therefore, 

? . Therefore, 



subject. 



is the complement. 

A 



I 



9. Singers sing songs. 

tells what is done. Therefore, 

? Therefore, 



subject. 



is the complement. 

A. 



(11) 



is the predicate. 

is the 

Therefore, 



is the predicate. 

is the 

Therefore. 



is the predicate. 

is the 

Therefore. 



is the predicate. 
is the 



-. Therefore, 



is the predicate. 

is the 

Therefore, 



is the predicate. 

is the 

Therefore. 



is the predicate. 

is the 

Therefore, 



10. Sharks seize sailoi-s. 

tells what is done. Therefore. is the predicate. 

? . Therefore, is tlie 



subject. ? Therefore, 

is the eoiripleinent. 

\ \ 



Exercise 7. p. E. 130. A. E. 



To tcavli ilic liiiKjiKKji form wlun flic soilcncc contains no C0)npIcinciit. 

This exercise is also a review of all previous lans'uasje forms, viz.. the predicate, subject refer- 
ring to per.sons. subject uot referring to persons, coniiih'inents referring to persons, and comple- 
ments not referring to per.sons. 

Teach orally by the method previously illustrated, the following form: "Balloons rise. Else 
tells what is done. Therefore, rise is the predicate. What rise? Balloons. Therefore, balloons 
is the subject. Balloons rise what? There is no answer. Therefore, there is no complement." 

Do not pemiit pupils at any time, or in any sentence hereafter, to omit asking the question 
form for the complement, although there is no complement. Later in involved sentences, in con- 
structions out of order, in which the complement is a phrase or clause, it will at first glance seem 
as if there is no complement, but by forming and answering the c[uestion the complement will 
be found. In tlie simple sentences of these exercises it is of course very manifest that there is no 
complement, for there are no extra words, but we have purposely selected sentences of this type 
in order easily to learn the habit of asking the question. Your goal, therefore, is to instill the 
hal)it of forming and answering the complement (juestion with every sentence. 

Date . 191 



Analyze and diagram : 
1. Rain falls. 



tells what i.s done. Therefore, is the predicate. 



? 



Therefore, is the 



subject. - 
Thei-efore, 



^V 



2. Girls laugh. 



tells what is done. Therefore, is the predicate. 

? Therefore. is the 



subject. — 
Therefore, . 



_\- 



3. Leaves flutter. 

tells what is done. Therefore, is the predicate. 

" Therefore. is the 



subject. ? 

Therefore 



(12) 



4. Horses eat hay. 
tells what is done. Therefore. 



subject. 



is the predicate. 

Therefore, is the 

. Therefore, 



is the complement. 



5. Frogs .jump. 



tells what is done. Therefore, 



subject. - 
Therefore, 



is the predicate. 

Therefore. is the 



jV 



I 



6. Pupils study grammar. 
tells what is done. Therefore, 



subject. 



is the predicate. 

Therefore, is the 

— . Therefore. 



is the complement. 

A 



7. Wood floats. 



tells what is done. Therefore, 

? . Therefore, 



subject. — 
Therefore. - 



is the predicate. 
is the 



8. Indians hunt. 



tells what is done. Therefore, 



subject. 
Therefo 



'etore, 



Therefore, 



is the predicate. 
is the 



9. Snakes swallow frogs. 
tells what is done. Therefore, 



subject. 



is the predicate. 

Therefore. is the 

. Therefore, 



is the complement. 

A 



10. Childreii play 



tells what is done. Therefore, 



is the predicate. 

Therefore, is the 



subject. 
Therefore 



-tV- 



(13) 



Exercise 8. P. E. 45. A. E '}t . 

To ilriU upon " platT." 

Ill the pret'eding exercises pupils have been required ti) do some diagraiiiniinii'. but in those 
exercises the attention was focused niiii,-e on tlie seh>ctioii of the words by use of tlie language 
forms tliau in tlie iilacing of them in their proper places in the diagram. We now desire to 
drive in and clineii in the child "s consciousness the fact that a certain word is the predicate 
because it occupies the jiredicate ])lace in the diagram. The same is true of the (illii'i- Iwo offices 
already si udied. 

There is danger of a persistent confusion of nouns with sulijects or complements, which will 
waste much time. It is helter to associate subject, predicate and complement as definite places 

upon the diagram, and the [larts of s] ch as words independent of location. For this reason 

diagi-animing. restricted to the subject, predicate and complement, is useful. To carry diagram- 
ming into complex relationships of modifiers confuses rather than clarifies and tends to hinder 
thinking rather than assist it. Place an ein])ty diagi'am upon llic board aiul quickly jmint from 
place to place calling for tin' names of the places, 

\ I 



Send pupils to the board and dictate sentences to them, requiring the pniiils to analyze by 
use of the language form. When the predicate is fnnml, ])lace it in the diagram at once. Then 
proceed with the language form to find the sid)ject and {)lace the subject in its place in the 
diagram immediately, before proceeding to find the complement. Then find the comiilement and 
write it in the diagram. At fii'st re(iuire the language form to be used aloud, even when dia- 
gramming at the board, in order that i)upils will ajqil.^' the language form in their diagramming. 

Analyze and di;igrain the following senleiices at tln' board, following the suggestions given 
above. Be sure thai each word is placed in its pro|)er place in the diagram immediately up<in 
lieing found by use nf the language form. 

Date 191 

1. Cats catch mice. 2. lioys |ila>- marbles. '4. Dogs eat meat. 4. ('ar]ienters liammi'r nails. 
5. Tigers kill men. 6. Ileni'v struck .\lberl. 7. Bloodhounds chase criminals. S. Girls laugh. 
9. Policemen arrest thieves. ID. ( 'ats scratch children. 11. Leaves flutter. 111. 1 logs kill snakes. 
13. Dogs follow men. 14, Singers sing songs. 1"). I<''rogs .jtunp. 1(). Snakes swallii\v frogs. 

Write all the words of the above sentences in llie fullnwing I'orm. giving each its place in the 
sentence : 

word I place 



(14) 



word 


place 















































Exercise 9. P. E. 58. A. E. ':i 

To teach llir recognition of verbs and nouns as parts of speech. 

If the i)upils now recognize the predicate, subject and complement easily and follow the 
language form for finding each, we are now ready to commence the recognition of parts of speech. 

(in) 



lu the following exercises we attempt merely to introduce to the pupils certain very general 
characteristics of the parts of speech, verbs, nouns, and pronouns. Later, more specific features 
and differentiations will be introduced. The definitions will, therefore, be preliminary, and not 
true at all times. We wish to make these terms familiar words, and we shall purposely keep 
out of our exercises all special, complex, or exceptional forms. The exceptions can, later, be 
easily taught after the simple and usual conceptions have become familiar. 

Tell ihe class tliat you are now going to teacli them snmething entirely new about words; that 
all file words in the language are classified into parts of sjieech — verbs, nouns, pronouns, adjectives, 
adverbs, prejwsitions, conjunctions, and interjections. You will commence with verbs and nouns 
and you will teach tlie otliers later. In all the sentences we liave been using tliere have lieen 
only two parts of speecli. verbs and nouns, and we are now going to pick out Ihe verbs and 
nouns. 

Write "vrrli" on file Ijoard and have pupils spi'll and pi'onounce it. Tell them that it is 
very easy to recognize the verbs we have had because they all express action ; that in the sen- 
tences we have had all the predicates are the verbs, but that later we shall have verbs which are 
not predicates and also verbs which do not express action. From several of the sentences already 

written, upon the board, call for the verlis. Teacli the juipils to use tliis form: " 

shows action. Therefore, is a verli. " 

For the second lesson, review a few sentences, and if the juipils can give the language form 
for the verbs, liegin with nouns. Explain that a noun is a name. In the sentence "Cows cat 
grass." cmrs is the name of a certain kind of animal. The icord which we speak or write for this 
kind of an animal is a noun. The real cows are not on the board and are not nouns. It is the 
name which we give that is the noun. 

Go over this explanation something in this manner with one oj' Iwn nouns, and then teach the 
language form ''Cows is a name. Therefore, cows is a noun." 

* It is not always clear to all pupils that a noun is a name. In introducing nouns as a part of 
speech it may l)e advisable to resort to the following device: "Children, close your eyes and try 
to see a four-legged animal that is about the size of a horse. This animal has horns and gives 
milk. Try to see this animal with your eye.s closed. Now what name can we give to this 
animal?" The answer, cow, will come quickly. Then enipliasize the fact that the thing you 
have described is a mass of flesh and bones, lint the name that we give to this animal is cow. 
Work as above by attempting to have pupils form mental images of a snake, lead pencil, desk, 
blacklioard, etc., until you are sure they realize that the name is merely the name of the object 
and iiul ihe object iisclf. Resort to this device at the outset, for otherwise you will find that 
many pupils find the statement "A noun is a name" a rather abstract proposition with little 
concrete significance. 

In the introduction of verbs as a part of siieeeli ymx will tiud that many pupils have little 
realization of the real meaning of the statement that verbs show action. You must, therefore, 
choose verbs that show clearly to pupils some physical action or movement. In the sentence 
"Idlers wliittle wood" show them that whittle shows action by going through the motions of 
whittling. In the sentence "Pupils write letters" go through the motion of writing on the 
board so as to associate the idea of movement with this verb. Follow this by having pupils tell 
you of the mental images they form from such words as run. eUnih. jump. etc. At the con- 
clusion of this lii-ief exei'cise you will find tliat the statement, "Verbs show action." means more 
to the pupils. 

Orrt/— Have sentences 2, 3 and 4 analyzed as a review. I'lil an empty diagram on Ihe l)oard 
and give rpiick drill upon the places: or send pupils to the lioard and have sentences diagrammed 
as they analyzi' them. 

(16) 



Date- 



lyi — 



Find the nouns and verlis in the following sentences : 
1. Monkej's elinib trees. 



2. Hunters shoot deer. 



3. Italians sell fruit. 



4. Indians threw arrows. 



5. Boys run races. 



6. Girls jump rope. 



7. Butterflies flutter 



8. Chickens eat wheat. 



9. Children pla.y games. 



10. Dogs chase raliliits. 



-. Therefore. - 

-. Therefore. - 

-. Therefore. - 

-. Therefore, - 

_. Therefore. - 

-. Therefore, . 

-. Therefore, 

-. Therefore. ■ 

-. Therefore, 

-. Therefore, . 

-. Therefore. 

_. Therefore, 



Therefore. ■ 
Therefore, 
Therefore, • 

Therefore, . 
Therefore, . 
Therefore. - 

Therefore. . 
Therefore, . 

Therefore, • 
Therefore. . 
Therefore, . 

Therefore, . 

Therefore. 

Therefore, 

Therefore, 
Therefore. 
Therefore, 



IS 


a 


is 


a 


is 


a 


is 


a 


is 


a 


is 


a 


is 


a 


is 


a 


is 


a 


is 


a 


is 


a 


is 


a 


is 


a 


is 


a 


is 


a 


is 


a 


is 


a 


is 


a 


is 


a 


is 


a 


is 


a 


is 


a 


is 


a 


is 


a 


is 


a 


is a 


is 


a 


is 


a 


is 


a 



2— I!UL 13 



(IT) 



Exercise 10. 



F. E. 45. A. E. 

Dnte 



-, 191 



Analyze the following sentences orally : 

1. ]\lonkeys climb trees. 2. Hunters .shoot deer. 3. Italians sell fruit. 4. Indians threw 
arrows. 5. Boys run races. 6. Girls jump rope. 7. Butterflies flutter. 8. Chickens eat wheat. 
9. Children play games. 10. Dogs chase I'ahbits. 

Fill in the columns from the underlined words in the above sentences: 



WORD. 


WUAT IT HOES. PART OF SPEECH. 


PLACE. 


climb 


shows action verb 


predicate 










. 





After tilling in thr above form call attcntiim to and have jiupils learn ( 1 i that the nouns 
are either subjects or complements, and (2) that the verbs are always the predicate. Reverse 
these statements and teach (.3~) that nouns are never found in the lu'edicate jilace, and (4) that 
veili.s are never found in the subject oi' coiniilejiieiit )i|,-iees. ll;ive pupils learn these four facts 
tiioronghh'. 



Exercise 11. 

h'< ricic T(xl. 



P. E. 17. A. E. 
Date 



191- 



(xive this exercise iirst as a written test and on the following day take up tile lesson orally, 
correcting all errors made in the test. If results are ])oor give a second time as a test, or at least, 
to those whose tii-st woil< was unsatisfaetory. 

(18) 



1. We fiiul the predicate by finding tlie word whieli 



2. The only part of speech which can be used as a predicate is a — 

3. We find the subject by answering- the question formed by asking . 



or 



before the predicate. We asl-; wlicn tlie sul).ject is a person, and wlien the 

subject is not a person. 

4. We find the eonipleineut by answering th(> question foiwiied by asliing or 

after the subject and predicate. We ask when the comijlenieiit is a 

person, and when the complement is not a person. 

o. The two places in which the noun can lie used in the sentence are and 



(j. The names of persons, places and things are 

7. Verbs show . 

Exercise 12. P. E. 185. A. E % 

To tcacli tin ri ctKjiiitioii of proiiouus. 

It is useless for pu])ils to attempt to learn the recognition of pronouns by means of detiui- 
tions. The popular definition does not mean nuu-h, and is only occasionally true: in the sentence 
/ see you. I and tjou stand, not for names, liut for the external objects, and under our definition 
are in fact nouns. Tlie simpler and more direct method of learning pronouns is to learn them 
as individuals and finally to memorize them. There are only about twenty-nine common pro- 
nouns, and of these we can use at present only twelve — /, me, we. us, you, lie, she, liim. her. if, 
they, and them. We must omit possessives until after we have taken up modifiers; and the rela- 
tives, who. wJiicli. that and wlieit. can not be introduced until we take up clauses, for they only 
occur in dependent clauses. 

Copy on the board the pronouns given. Explain to the pupils that these words are called 
pronouns, and have them recite them orally several times. Have pupils pick out the pronouns 
of the exercise. Have the sentences analyzed orally. 

Date 191 

Pronouns — I. me. we, us. you, he, him, she, her, it, they, them. 

Analyze the following sentences orally : 

1. I see. 2. He sings songs. 3. They saw her. 4. They played tennis. 5. It struck them. 
6. She wrote letters. 7. John tripped me. 8. Monkeys ate it. 8. She told me. 9. We climbed 
trees. 11. You drink water. 12. Dogs chase them. 13. They catch rats. 14. We eat potatoes. 
I.5. They saw us. Hi. Boys fought him. 17. I rode. 18. He thanked her. 19. We met them. 
20. He ate apples. 

(a) Underline all of the pronouns used in the above sentences (26). 

(b) Write two lines under each noun in the above sentences (12). 

(c) Write three lines under all verbs (20). 

(cl) Analyze: I see. tells what is done. Therefore, is the predicate. 

? Therefore. is the subject. '? 

Therefore, 



(() Anal.yze: He sings songs. tells what is done. Therefore. is 

the predicate. ? Therefore, is the subject. 

Therefore, • is the comple- 



ment. 



(19) 



Oral — Write the followiim- words on the lilai'l^lm.-ird ;inil t;ive i|uirk oral drill. pointiiiL;' out the 
pronouns : 

It, cat, see, him. they. them. I. she, niiis, \t\iy. housr. me. live. them. tell, man, we, you, child, 
try, her, walk, us. hii'd. siie. if, he, .she. 

(a) Underline all llic almvc words that arc pi'onoiins (15). 

(b) I<'ind till' nouns and vcrlis of the above list. ' 



Therefore, . 

Therefore, 

Therefore, 

Therefore. 

Therefore. 

Therefore. 

Therefore. 

Therefore, 

Therefore, 

Therefore, 

Therefore. 

Tliercforc. 



IS a - 
is a . 
is a . 
is a - 
is a 
is a . 
is a . 
is a ■ 
is a ■ 
is a . 
is a . 
is a 



Write all the pronoiuis of the aliove scnti'ni'es in the followinu' form and tell the place of each 
in the sentence (26). 



jironoun 


place 


I 


subject 



(20) 



After the place of eaeli of the above iirmioiins lias l)eeii iiulieated. call attention, by use of the 
form they have filled out, that pronouns ai'e foniul only in the sulijeet and complement places. 
Emphasize the fact that the.se pronouns ai'e never found in the predicate place. At the conclu- 
sion of this see to it that every pupil can tell you that pronouns may be used either as sub,jects 
or as complements. 

Exercise 13. P. E. 28. A. E % 

Cumuliitirc Rfview Test. Date IHl 

1. The two places in whieh prouduns can be used are and 

2. The only part of speech that can be used in the predicate place is a 

3. AYrite the words "Predicate." "Subject"" and "Complement" in the followinij; diagram: 

<\ \ 



4. Words which show action are 

5. A noun is the of a person, place or thing. 

6. "We find the predicate by finding the word which 



7. To find the subject we ask or before the predicate, and the 

answer is the . We ask when the subject is a person, and . 

when the subject is not a person. 

8. To find the complement we ask or after the subject and predi- 
cate, and the answer is the If there is no answer there is 

We ask when the complement is a person, and — when the complement 

is not a person. 

9. The two i)laces in which a noun may l)c used are '■ and 



Exercise 14. P. E. 117. A. E. '1 

To find udjrrUn s. 

Write the sentence, "Wild birds fiy." and have some vohuiteer analyze it orally. The class 
will be unable to tell what to do with wild. Ask what word wild tells about. When you 'secure 
the answer dwell upon the fact for a time and make it clear by question and discussion that irild^ 
does not tell aljout //(/ Init about bird.s: it shows what kind of birds they are which fly. Then 
ask what part of speech birds is. and upon being told that it is a noun, say that then wild nuist 
be an adjective, for any word that tells about a noun is an adjective. Be careful that the pupils 
do not get the notion that it is an adjective because it tells what kind of birds, but simply because 
it tells about a noun. Make this point i)rrfectly clear. Illustrate with two or three other sen- 

(21) 



tciii'es fintl li.'inl to till' l;iiiL;ii;iL;r i'lirm, " U/7(/ Iclls iiliiiiit the noun, hirrjs, thri'i't'ore, wild is an 
adjective." Exjtlain that woi'cls which tell alioiit pi-mionns are also adjectives, hut words which 
tell about a vrrli or any other part of: speech e.xcept a noun or iirouonn are never adjectives. 
Ex]ilain tliat for some time their sentences will I'ontain only adjei'tixcs tellinu' ahout nouns, hut 
thai later adjectives will he shown which tell about iirououus. 

Uo not use the word "modify" for one nr two lessons, exeejit incidentally to remark that such 
and such a word tells about or "modibes" Ihe noun, and therefore is an adjective. In this man- 
ner aim to a.ssociate the new term with its re:il uieanine-. 

Extreme r:iv<' sliould be t,-iken in metliDil In make clear that a word is an adjective because it 
modihes a noun or [irononn, not Ijecausc it tells what kind, liow many, etc. In order to make it 
clear that an adjective modifies a certain noun, it is well to requiri' the pupils to tell in what way 
tlie adjective modifies thi' noun; thus, in tlie sentence. Wild birds fh/. irild tells what kind of 
liirds. But foi' the first few lesson.s it will le best not to bring forward this idea too strongly, 
and at all times never let the recitation taki' such foi'm that there can be any confusion as to the 
real reason why a word is an adjective, to wit : that it tells about or modifies some noun or pro- 
noun. When this point is clear it makes the iclat ionship clearer by requiring the pupils to 
explain ( /. (., in terms of ii-IkiI hind. Iiair iiiuiiji. /laiiii iiig out. etc) just in what way a given 
adjective modifies the noun ov pronoun in (piestion. 

For the second lesson lead up to tlu' adjective language form " ll'//(/ tells aliout the noun, 
birds. Therefore, wild is an adjective. The a<ljective. ((■)'/(/, tells irliat hind of birds," 

A simple device can be used that will assist the pupil greatly in recognizing adjectives. In 
the sentence "Wild liirds fly" ask a |)U])il to tell you the nonn of that sentence. T'pon receiving 
the answer, birds, write the wor<ls ''what kind of" on the l.)lackboard. and say that if these words 
are placed befoi'e the noun so as to ask a question the answer will be the adjective which modifies 
or tells about the noun. Thus. '" what kind of " jilaced before "birds" gives the question "what 
kind of birds?" The answer, //■//(/, gives us the adj<'ctive. This is intended merely as a pre- 
paratory step in finding tlu' adjectiv(>. .Vfter the adjective has been found require the language 
form, "Wild tells about the noun, birds. Therefore, ii'ild is an adjective. The adjective, wild. 
tells ((■//(// kind (>/■ birds. " Go throueJi the sentences of the exercise first selecting the noun and 
then prefixing "what kind of" to the noun to find the adjective. After having gone over the 
seutenci's once orally in this manner the n.si' of the question "what kind of" should be used by 
till' pupil merely as a mental ipicstion to be put to himself. It is not a jiart of the language form, 
but is merely intended as a step in understanding the language rorin. Great care must be taken 
in the use of this device not to overlook the caution given aliovc to the effect that wild is an 
adjective bi(illis( it )iioilili(s tin ikiiiii. birds. ;inil not because it tells wlidt hnid. 

Oral — Place the following group of words on the board and ha\'c the children read them in 
concert. Then gi\'i' the p,-irt of speech of .-dl the noiuis and ailjecti\'es by using the language 

forms : 

wild birds hot water 

young dogs liungrj' cats 

little babies careless mice 

sweet milk 

Require an oral anal\'sis of all the following sentences of this exercise. Call for part of 
speech of each word, using the langiuigi' form. 

Date , im — 

(a) Find the adjectives in the following sentences: 

1. W^ild birds fly. tells about the noun. Therefore, 

The adjective, , tells what kind of birds. 

(2-) 



IS an ail.)ective. 



2. Young dogs bark. tells about the 

Therefore, is an adjective. The adjective, 

dogs. 



tells 



3. Little babies drink .sweet milk. 

Therefore. 

tells 



tells about the 



tells about the , 

is an adjective. The adjective. 
: bailies. 



Therefore. 



-. tells 



tells about the 



an adjective. The adjective, 

4. Hot water scalds. 

Therefore, is an adjective. The adjective, 

water. 



milk. 



telLs 



5. Hungry cats catch careless mice. 
Therefore, 



tells about the 



tells 



is an adjective. The adjective. 
— cats. 



tells al)out the 



Thei'c- 



fore. 
tells - 



6. Little boys chased me. 
Therefore, 



is an adjective. The adjective, 

mice. 

tells about the - 



is an adjective. The adjective, 

boys. 

tells about the 



tells 



7. We ate red berries. 

Therefore. is an adjective. The adjective 



tells 



berries. 



8. They caught large fish. 
Therefore, 



9. Noisy hens cackle. 
Therefore, 



tells about the - 

is an adjective. The adjective. 

fish. 

tells about the 



tells 



10. She likes sweet honey. 
Therefore, 



is an adjective. The adjective, 

hens. 

tells about the - 



tells 



is an adjective. The adjective. 
honey. 



tells 



(b) Write one line under each verli of the sentences. 

(c) Write two lines under each noun. 

(d) Write three lines under each pronoun. 



Exercise 15. P. E. 57. A. E. . % 

To teach diar/nniniiiiig of adjectives. 

We may now take up the diagramming of modifiers. Work with the class at the board, where 
mistakes may be easily noted and corrected, until the system of representing simple modifiers 
can be safely used. 

Do not permit the pupils to diagram without first using the language forms, for this error is 
lifting the lid to half the diseases of grammar teaching. If diagramming is to l)e used at all it 
nuist be used after all thinking possible has been done. 

(23) 



After the form of the diagrams has heen learned explain that a modifier in a diagram is any 
word or group of words wliieh is placed under another word or group of words. Adjectives are 
one kind of modifier, lint later we will have modifiers of verbs, of adjectives, and of other parts 
of speech. Show ni>on the diagram what we mean l)y modifier. Use a hlank diagram, thus 

A ^ 



for rapid drill in pointing out the places of predicate, subject, complement and modifiers, 
boys ^\^ ate i berries 

little red 



Pupils have been previou.sly taught how to apply the language form in diagramming sen- 
tences containing oidy the predicate, suliject and complement. It will now be necessary to teach 
the application of the language form for adjectives in the diagramming of adjective modifiers. 

As before, send pupils to board and dictate a few sentences containing adjectives. Require 
the oral analysis aloud in order that iiujiils will not attempt to fill out the diagram without 
using the language form. Determine in order the predicate, subject, complement and modifiers. 
The modifiers in this exercise are adjectives and will always be placed under either the subject 
or complement, but never under the predicate. Tell them that the reason for this is that 
adjectives modify nouns and pronouns, but never verbs. Since we find nouns and pronouns in 
the subject and complement places then the modifiers of those nouns and pronouns, or adjectives, 
will be placed under them. 

Oral — Have the sentences of this exercise analyzed orally following the proper language 
forms. If necessary have a few diagrammed at the board by the entire class. Take each word 
in order and have pupils discover its part of sjieech. using the proper language form. 

Diagi'am the following sentences: Date 191 



1. Wild birds flv. 



^'\ L 



2. Young dogs Inirk. 



3. Little babies drink sweet milk. 



4. Hot water scalds. 



5. Hungry cats catch carele.ss mice. 



_A_ 



6. Little boAS chased me. 



(24) 



7. We ate red berries. 



8. They eaught large fisli. 



9. Noisy hens cackle. 

^_ 

10. She likes sweet honey. 

^- 



(a) Underline the pronouns in the following sentences: 

1. Little boys chased me. 2. We ate red berries. 3. They caught large tisli. 4. Noisy hens 
cackle. 5. She likes sweet honey. 

(6) Write two lines under each noun. 

(c) Write three lines under each ad,iective. 

(d) Place parentheses ( ) around the verbs. 

Exercise 16. ' P. E. 108. A. E. % ■ 

To review. 

Oral — Analyze each of the following sentences and give the part of speech of all words. 

Date , 191 — 

(a) Underline all pronouns in the following sentences. 

(b) Diagram the following sentences. 
1. Angry dogs growl. 





2. Large tigers kill men. 






3. I see wdiite clouds. 




4. You study easy lessons. 




5. Brave soldiers captured large cities. 




6. He reads interesting liooks. 





(25) 



(. She picked red roses. 



8. We drank fresh milk. 



It. Trained elepliants eat roasted jieanuts. 



It). Pluuurv ehiekens eat wheat. 



(c) Write two lines under eaeh ad.jective in above sentences. 
(rf) Write three lines under each noun in above sentences. 

1. Angry dogs growl. 2. Large tigers kill men. S. I s?e white clouds. 4. You s tudy easy 
lessons. 5. He told them. 6. Gentle cows eat grass. 7. Small boys chased me. 

Pill out the form below with the underlined words in the above sentences (12) : 

word how used part of speech 



Exercise 17. P. E. 71. A. E. "l ■■ 

To Illicit till inJjirliris a. an. atiil lln . 

A. mi and Itn tell about names by pdintiiin' them out. rather than stating color, size, kind, etc. 
Insist upon tln' regular languauv forni fur ailjei-tives, Imt after each has lieen taken, a.sk after the 

language form has been given, in what way tlic [nii or a) tells about The answer should 

be: "It points out " Do not use this question until you are sure the pupils will not get 

the notion that Ihese words are adjectives "because they point out." 

As an oral drill upon this exercise, write a. mi. and lln uihui the Ixiard, and ask pupils to tell 
which sentences contain them. 

Analyze each sentence orally and call for part of speech of each word, reipiiring the language 

forms : 

(2(0 



1. The rain fell. 2. The wind blows dust. 3. The dog chased him. -t. Au early bird catches 
the worm. 5. They saw a snake. 6. We caught a iish. 7. An owl catches mice. S. A strong 
horse draws a heavy load. 9. The pretty robin sang a song. 10. A young man stopped tlie run- 
away horse. 

Date , 191 — 

(a) Underline all the adjectives. 

(b) Write a list of all the iir(.inouns I 8 ) . 

(c) Diagram: 

1. An early bird catches the worm. 



2. A strong horse draws a heavy load. 



3. The pretty robin sang a song. 



4. A young man stopped the I'unaway horse. 



(c) Write a list of all the nouns found in Sentences 1 to 10 (16) 



(d) Write a list of all verbs found in Sentences 1 to 10 (10). 



Exercise 18. P. E. 71. A. E. S 

To use spccidl questioning. 

Oral — Proceed as in the preceding lesson to drill upon tlic, an and a. As a review the pupils 
should be drilled to discover the predicate, subject, and complement, using the language forms, 
without other direction than to analyze the sentence. But it is not necessary nor desirable that 
he should also memorize au order of procedure in giving the parts of speech. These matters should 
be brought out by special questioning. 

It has been an unfortunate custom to require the pupil, without special questioning, to take 
up in order the part of speech of the subject, of the predicate, of the complement, the modifiers 
of the subject, and of the predicate, etc. The drill necessary to teach this order is enormous, and 
better results can be reached by leaving this latter material for special questioning. The teacher 
may ask, "What does bird do in the sentence? (Ans. Bird is a name. Therefore, bird is a 

(27) 



noun.) Of what is ?/)/•</ the nnnie? (Aus. Of an animal.) What shall you do with a»? (Aus. 
An moihUes hi nJ. Therefore, oj; is an adjective. ) In what way does «/; modify ftiVd? (Ans. It 
points out ?>i;77. ) What does riN/.y/ do? (Ans. A\;/7,(/ tells al>out hircl. Therefore. e«Hy is an 
ad.iective. ) In what way does rarh/ modify hinl.' ( Ans. Earli/ tells what kind of bird it is) " 
etc. 

The teacher slmnld now encduragp the use ef the word "modify"' by juipils instead of "tells 
about." Gradually introduce the use of it intci the laiitiiiaue f<irms. Viut not until by fre(|uent use 
by the teacher, is it entirely familiar. 

Analyze the fdllnwini; scntciici's urallv: 

1. She met an old man. 2. It rained. 3. T'i'' li"t ifon threw sparks. 4. The good man told 
us. 5. I picked a blue flower. 6. He ate an ap]ilc. 7. The clear water floated wood. y. An old 
dog followed them. 

Date l!ll 

(a) I'nderline all the adjectives in the above sentences (13). 
ill) Write a list of the pronouns in the above .sentences ((i). 



(c) Diagram the following sentences: 
1. She met an old man. 



2. It rained. 



3. The hot iron threw sparks. 



4. The good man told us. 



o. I picked a blue Hower. 



<i. He ate an apiile. 



(. The clear water floated wood. 



8. An old dog followed tliem. 



(28) 



(d) Write a list of all verbs used in the above sentences (8). 



{e) Write a list of all nonns used in the above sentences (9). 



Exercise 19. P. E. 151. A. E . %. 

To teach the adjectives this, that, tliesc and those. 



Develop, by questioning, the realization that these new words modify nouns and consequently 
are adjectives. By special questioning bring out the fact that they belong to the same class as 
fl, an, and the, ina.smnch as they point out. Question especially upon tlie, a)i and a as they occur. 
Send the class to the l)oard and have a few sentences diagrammed. 

Date , 191 

Oral — Analyze the following sentences and give part of speech of each word. 
(a) Find the adjectives in the following sentences: 

1. That little pig ate an apple. tells about the noun. 

Therefore, is an adjective. Tlie adjective, , 

the noun, tells about the noun, . 



Therefore, is an adjective. The adjective, , tells 

pig. tells about the noun, Therefore, 

is an adjective. The adjective. the 



noun, 



2. These hungry chickens ate corn. 
tells about the nrmn, Therefore, 



an adjective. The adjective, , tlie noun. 



tells about the noun, Therefore, 



an adjective. The adjective. 



3. Those wicked men stole valuable jewels. 
tells aliout the noun, Therefore, is 



an adjective. The adjective, the noun. 



tells about the noun, '. Therefore. is 



an adjective. The adjective, 



tells about tlie noun, Therefore, 



an adjective. The adjective. 



(29) 



4. Tluit iiiiiii killed a liciir. 

tells nbdiil the iKnin. 

an adjective. The adjective, 



tells about tli 



an adjective. The adjective. 



Tlieret'(it'( 



Theivfdi'e. 



IS 



the noun, 



IS 

the nunn, 



This JMiy studied a useful li'sscm. 
tells about tlir imuii. — 



an adjective. The adjective. 



Therefdi'c, 



IS 



the noun. 



tells alidut the Uduu. 



Ill adjri-tivc. The adji-i'tive. 



Therefore, 



IS 



the noun. 



tells about the iidiiii. 



an adjective. The adjective 



<). That pari'dt ate a cracker. 
tells about the lldiui. 



Ill adjective. The adjective 



Therefon 



Therefi 



IS 

the noun. 



tells about the noun. 



an ailjective. The adjective. 



-. Therefore, 



IS 



the noun. 



7. These hoi'ses drew a hiMVv loai. 
tells about the noun. 



an adji^etive. The adjective. 



Therefore, 



the noun, 



tells alidiit the iidiiii. 



an adjective. The adjective. 



Therefure. 



IS 

the Udun, 



S. I sharpened those pencils. 
tells jbdiit the noun. 



an adjective. The adjective. 



Therefori 



the noun. 



tells about the iidiiii 



an adjective. The atljeelive. 



( b ) DiajL;rairi : 

These tired horses drew a heav\ loud 



Therefdi'e, 



is 



( 30 ) 



Exercise 20. P. E. 118. A. E.- 



To icach the (uljcctins all, any, nirrmj. every, no, some, einel terms of number. 

In general, these adjeetive.s modify by telling "how many." Require complete (H-al analysis 
of the sentences, and nse special questioning for the modifiers. After a pupil has used the 
regular language form, question him to bring out in what way the adjective modifies the noun. 

In Exercise 14 iise was made of the words "what kind of" prefixed to the noun to form the 
i|ae.stion, "What kind nf liirds?" Such a device is not needed with those adjectives which "point 
out" for a, an, the, this, that, these and those are to be memorized and should be recognized at 
sight. In taking up those adjectives that tell "how )nany. " however, the same device as that 
used in Exercise 1-t can be used. Tell i)upils to first find the noun and to 'prefix the words 
"how many" to form a question. Thus, in "Four girls want that book" the noun is "girls." and 
the question when formed will be "how many girls?" The answer, four, gives the adjective. 
After the adjective has been found the language form should be given, thus: ''four tells about 
the noun, girls. Therefore, four is an adjective. The adjective, four, tells lunr many girls." Be 
careful here not to permit pupils to say that four is an adjective because it tells how man.y. It 
is an adjective because it modifies the noun, and not because it tells "how many." Go over 
each sentence orally and apply this device to find those adjectives that tell how many. 

Oreil — Analyze the following sentences and give part of speech of each word: 

Date . 191 

1. The boys played ball. 2. Four girls read that book. 3. JIany animals eat meat. 4. Some 
animals eat no meat. 5. Every child played this game. 6. All men eat. 7: That boy broke those 
windows. 8. Three small children sang some songs. 9. Any dog swims. 10. Those soldiers 
raised an old tattered flag. 

(a) Underline all adjectives in the above sentences (19). 

(&) Write a list of all the adjectives in the above sentences that point out nouns (7). 





(c) Write a list of all the adjectives that tell ' 


' how many ' 


• (9). 




(el) Write a list of all the adjectives that tell ' 


'what kind' 


' (3). 





(e) Underline all the pronouns which occur among the following list of words (12) : the, 
me. some, you. a, an. I, any, see, he, seven, them, girl, they, home, she, every, it, walk, us, ran, 
we. man, him. made, six. ask, her. no. 

(/■) Write a list of all the verbs in the above sentences (1(1). 



((/) Write a list of all the noinis in the above sentences (18). 



(31) 



Wild, small, a, all, tall, young, an, every, little, some, this, hungry, five, fourteen, red, blue, 
those, large, fifty, niee, noisy, that, an. sweet, many, wicked, every, severe, easy, the, many, all, 
green, brave, these, no, some, the, severe. 

(/i) Write one line under the above words that may be used as adjectives which "point out." 

(i) Write two line.s under the above words tliat may be used as ad.jeetives which tell "how 
many." 

(j) Write three lines under the above words that may be used as ad.iectives which tell "what 
kind." 

Exercise 21. P. E. 145. A. E % 

To review all types of adjeetives, and also i>ri})ioii iis. 

Require oral analysis of each sentence, with special questioning upon modifiers, and upon wliat 
each modifies and expre.sses. In this exercise will be found ad.jectives which "point out." which 
tell "how many" and which tell ■■ what kind. " If pupils find any difficulty in discovering the 
ad.jectives make use of the devices where "how many" and "what kind" are prefixed to the noun 
to ask the question. This need not be done in those cases where the adjective "points out," for 
the pupil should recognize those seven adjectives at sight. In the sentences of this exercise have 
the pupil use both the "how many" and the "what kind" questions with each noun, for if both 
are not used some of the adjectives may be overl(K)ked. Thus in the first sentence. "Those boys 
own some pretty, white rabbits." first ask. "what kind of rabbits?" The answers, wJiite and 
■pretiij, will give two of the adjectives, hut not all. So then ask the question, "how many 
rabbits?" The answer, i'o»/H . completes the list of adjectives modifying rabbits. After finding 
oach adjective in this way use the language form for telling the use of adjectives. 

Date 191 — 

1. Those bo.ys sold some pretty, white rabbits. '2. \Ye read those books. 3. You saw this boy. 

4. He ate an apple. 5. Some dogs chased him. H. That boy kicked him. 7. They ran a race. 
.8. She called me. 9. Those men thanked us. in. Tliis liartl ball struck him. 11, It bit the boy. 
V2. These noisy children followed her. 13. 1 threw an orange. 14. Every lioy kicked that foot- 
ball. 15. Any boy eats good candy. 16. The small boy saw many wild animals. 17. All cattle 
eat hay. 18. No one ate the sour fruit. 19. Six pupils worked those hard exanq)lcs. 20. No 
horses kick colts. 

(a) Tell part of speech of all \niderlinci.l words by filling in the following form (29) : 
word how used part of speech 



those I modifies noun. l)oys 



adjective 



(32) 



(6) Write a list of all the adjectives in the above sentences which point out nouns (15). 



(c) Write a list of all the adjectives which tell "how many-" (8) 



id) Write a list of all the adjectives which tell "what kind" (8). 



(e) Write a list of all the pronouns found in the above sentences (13). 



(/■) Write a list of tlie verbs in the above sentences (20). 



3 — BUL 15 



(33) 



(gr) Write a list of the nouns in the above sentences (23). 



f^ 



Exercise 22. P. E. 54. A. E yo- 

Date , 191 — 

Cumulative Review Test. (See directions of Exercise 11.) 

1. The only part of speech which can be used as a predicate of a sentence is a : 

2. The parts of speech which may be used as sub.jects are and 



3. The parts of speech which may be used as complements are and 



4. The part of speech which shows action i.s a 

5. The pai't of speech which is used to name persons, places or things is a 

6. The part of speech which modifies a noun is the 

7. Can a noun be used in the predicate place? — In what places in the 

sentence can a noun be used? and 

8. Can a verb be used as a subject or complement ? What is the only 

place in which a verb may be used? 

9. Adjectives always modify Can an adjective modify a verb? 

10. The adjective "wild" always modifies a noun by telling 



11. The adjective "three" always modifies a noun by telling . 

12. The adjective "the" modifies a noun by 

13. In what places in the sentence may a pronoun be used? and 

14. What two parts of speech may be used in the subject place? and 

What part of speech modifies nouns and pronouns? What is the part of 

speech of any word which modifies a word iised as the subject ? 

15. What part of speech is used as a predicate? Do adjectives modify 

verbs? . Can an adjective modify a word used as a predicate? 

16. What part of speech may be used where a noun nuiy be used? 

17. The four places of a sentence are , , and 

18. In analyzing a sentence, what is the first place to find? 

19. We find the predicate by finding the word which . 



20. To find a subject we ask or before the pi'edicate, and the 

answer is the 

21. To find the complement we ask or after the subject and 

predicate, and the answer is the complement. If thci'e is no answer there 



22. Verbs, nouns, pronouns and adjectives are 

23. Predicate, subject, complement and modifier are the 
. (34) 



Exercise 23. P. E. 167. A. E % . 

To teach adverhs. 

An adverb is a word that modifies a verb, an adjective, or any other adverb. We must talce 
each construction separately, reviewing the construction already learned. 

Write the sentence The tame birds fly wildly, and after pupils have analyzed the sentence 
as far as wildly, ask what the word is which it modifies. Bring out by questioning that wildly 
changes the meaning of fly, telling the manner of the flying. It does not modify birds, because 
the sentence tells us that they were tame birds, not wild ones. Explain that since wildly clearly 
tells about a verb (fly) it must be an adverb, for adverbs are the parts of speech which modify 
verbs. Tell the class that adverbs never modify nouns or pronouns, for words which do so, as 
we have already leai-ned, are adjectives. Illustrate with two or three other sentences and lead 
up to the language form, "Wildly tells about (or modifies) the verb, fly. Therefore, wildly is an 
adverb. The adverb, luildly, tells how the birds fly. " After this form has been recited ask such 
questions as, "In what way does wildly modify the verb?" (Ans. It tells how the birds fly.) 
Show the class that adverbs are diagrammed exactly as adjectives as each sentence is analyzed. 

With the pupils make no distinction as to adverbs of time, place, degree, etc. These distinc- 
tions are of no value, as no mistakes grow out of their confusion. 

Experience has shown that it is impractical to attempt to teach adverbs which modify 
adjectives and other adverbs this early in the course, for pupils find such work too difficult to 
grasp thoroughly. Only those adverbs which modify verbs are here given. The others will be 
studied later in this course. 

Oral — Analyze all sentences and call for part of speech of all words. 

The sentences of this exercise contain only those adverbs that modify verbs by telling ' ' how. ' ' 
As an aid to the pupil in finding these adverbs tell the pupil to first find the verb, prefix the 
word "how" to form a question, and the answer will be the adverb. After finding the adverb 
apply the language form. Illustration: In the sentence -'The tame bi7-ds fly wildly" the vevh 
is ' ' fly. ' ' How fly 1 Wildly. ' ' Wildly tells about the verb, fly. Therefore, wildly is an adverb. 
The adverb, wildly, tells how the birds fly." 

1. The tame birds fly wildly. 2. The fast horse trotted slowly. 3. The noisy class sings softly. 
4. The heavy elephant lifted the child lightly. 5. The express train climbed the hill slowly. 
6. The older pupils wrote neatlj'. 7. The smoky lamp burned dimly. 8. The injured man smiled 
cheerfully. 9. The cross teacher sang sweetly. 10. The lively children played quietly. 

Date . , 191 

(a) Find the adjectives and adverbs in the following sentences, but omit the adjective the. 
1. The tame birds fly wildly. 
tells about the noun, Therefore, is 



an adjective. The adjective, , tells 



tells about the verb, . Therefore, 



IS 



an adverb. The adverb, , tells the birds fly. 

2. The fast horse trotted slowly. 
, tells about the noun, Therefore, 



an adjective. The adjective, , tells 



tells about the verb, , Therefore, 



an adverb. The adverb, , tells . the horse trotted. 



3. Tlie noisy class sings softly. 
tells about the noun. 



an adjective. The adjective 



tells 



Therefore. 



IS 



tells iil.iout the verl), 



an adverb. The adverb. 



tells 



4. The heavy elephant lifted the child lightly. 
tells alioul the noun, 



an adjective. Tlie •■Hljcctive, 



-, tells 



-. Therefore, 



the class sings. 



Therefore, 



IS 



is 



tells about tlie vei'l 



an adverb. The adverb, — 

5, The express train cliiulted the hill shiwly. 
tells alioul the noun. 



-, tells 



an adjective. The adjective, 



-. tells 



Therefore, 



the elephant lifted. 



Therefore, 



is 



IS 



tells about the verb, 

an adverb. The adverli, 

6, The older pupils wrote neatly. 
tells about the noun, 



an adjective. The adjective. 



-, tells 



tells 



Therefore, 



tlie train cliiiih(>d. 



-, Tlierefore, 



is 



tells about the verb 



an adverb. The adverb, 



7. The smoky lamp burned diml\-. 
tells about the noun, 



an adjective. The adjective. 



tells 



tells 



Therefore, 



the pupils wrote. 



-. Therefore, 



tells about the verb. 



an adverb. The adverb. 



8. The injured man siiiih^^d cheerfully. 
tells about the nouti, 



an adjective. Tlie adjective. 



_, tells 



tells 



Therefore, 



tlie lamp burned. 



Therefore, 



IS 



tells about the verb, 



an adverb. Tlie adverb. 



9. The cross teaclier sang sweetly, 
tells aljoiit the noun, 



an adjective. The atljective. 



tells 



tells 



Therefore, 

the man smiled. 

Therefore, 



is 



tells about tlie vei'b. 



an adverb. The adverb. 



-, tells 
(36) 



Therefore, 



the teaclier sang. 



10. The lively children played quietly. 
tells about the noun, 



an adjective. The adjective, 



tells about the verb. 



an adverb. The adverb. 

(6) Diagram: 

The tame birds tlv wild! v. 



The fast horse trotted slowlv. 



tells 



tells 



-. Therefore, 



-. Therefore, 



IS 



the children played. 



The noisy class sings softlj-. 



(c) Draw one line under all verbs found in Sentences 1-10. 
{d) Draw two lines under all nouns in Sentences 1-10. 



Exercise 24. 



P. E. 125. A. E.- 



-. 7c- 



The sentences of this exercise contain adverbs expressing "where." To assist the pupil in 
finding the adverb tell him to select the verb, prefix "where" to form a question and the answer 
is the adverb modifying the verb used in the question. Thus, in "We live here," the verb is 
"live." Where live? Here. "Here tells about the verb, live. Therefore here is an adverb. 
The adverb, here, tells where we live." 

Date , 191 — 

Find the adverbs in the following sentences : 

1. We live here. 
tells about the verb, . Therefore. is an 



adverb. The adverb, 



-. tells 



2. The army moved forward. 
tells about the verb. 



adverb. The adverb. - 
3. Thev went home. 



tells 



tells about the verb, 



adverb. The adverb, 
4. They ran out. 



-. tells 



tells about the verb. 



adverb. The advert 



tells 



(37) 



we live. 



Therefore. 



the avn\\ moved. 



Therefore 



thev went. 



Therefore, 



thev ran. 



is au 



IS an 



is an 



5. The cow stood there. 
tells about the verb. 



adverb. The adverb, 
6, We looked up. 



-, tells 



tells about the verb, 

adverb. The adverb, 

7. An old tree stands near. 
tells aliout the verb, 



-, tells 



adverb. The adverb. - 



8. Indians live here. 
tells about the verb, 



adverb. The adverb. 



9. The bell rang loudly. 
tells about the verb, 



adverb. The adverb, 
10. They went in. 



adverb. The adverb, 



. tells about the verb, 



tells 



tells 



-, tells 



-, tells 



Therefore, 



the cow stood. 



Therefore, — 
we looked. 



Therefore, 

the tree stands. 



Therefore. 



the Indians live 



Therefore, 



the bell rang. 



Therefore. 



they went. 



Review diagramming Iw means of the blank diagram. Diagram the following: 
Then they ran out. 



IS an 



is an 



IS an 



IS an 



is an 



IS an 



An old tree stands near. 



The army moved forward. 



1. We live here. 2. The army moved forward. 3. They went home. 4. Then they ran out. 
5. The cow stood there. 6. We looked up. 7. An old tree stands near. 8. Indians once lived 
here. 9. The bell rang loudlv. 10. They then went in. 



(38) 



Use the following form to tell part of speech of underlined words in the above sentences (17) : 



word 


how used 


part of speech 


live 


shows action verb 




























1 
































[ 





Write a list of all the pronouns in the above sentences (5). 



Write a list of all the adverbs in the above sentences (13). 



Write a list of all the verbs in the above sentences (10). 



Exercise 25. 



P. E. 181. A. E.- 



Adverbs expressing "when" are to be found in the sentences of this exercise. Have the 
pupil assist himself in finding the adverbs by first selecting the verb. Then prefix "when" to 
the verb to form a question. The answer to this question is the adverb, and when the adverb is 
found it should be given with the language form. Illustration: In the sentence, "The postman 
came late" the verb is "came." When came? Late, "ia^e tells about the verb, came. There- 
fore, late is an adverb. The adverb, late, tells when the postman came." 

Oral — Analyze all sentences and call for part of speech of all words. 



(39) 



(a) Find the adjiM-tivcs ;nul adverbs in the followiiii,' sentences : 

Date , 191 

1. The postman eaiiic hite. 

tells alidut the verb, Therefore, is an 



adverb. The adverb, , tells the postman came. 

2. California lions often kill sheep. 
tells about the noun, Therefore, is 



an adjective. The adjective, , tells 



tells about the verb. Therefore. is an 

adverb. The adverb, , tells lions kill. 

3. Buffaloes formerly roamed the prairies. 

tells about the verb, Therefore, is an 

adverb. The adverb. , tells buffaloes roamed. 

4. Seven pupils now study j^rammar. 

tells about the noun, Therefore, is 

an adjective. The adjective, . tells pupik. 

tells about the verb, Therefore, is an adverb. 

The adverli, , tells pujiils study. 

5. Then the stage came. 

tells about the verb, Therefore, is an 

adverb. The adverb, , tells the stage came. 

6. John never played games. 

tells al>out the verb, Tlierefore, is an 



adverb. The adverb, , tells John played. 

7. The lazy man seldom worked. 
tells about the uouu, Therefore, - 



au adjective. The adjective, . tells 



tells about the verb, Therefore, is an 

advei'b. The adverb, , tells the man worked. 

8. He alway.s worked luird. 

tells about the verb, . Therefore, is an 

adverb. The adverb, , tells he worked. 

tells about the verb, Therefore, is an 

adverb. The adverb, , tells he worked. 

9. The angry boy once fought two fights. 

. tolls about the noun, '—. Therefore, is 

an adjective. The adjective, . telLs 



tells about the verb, . Therefore, 



adverb. The advert). . tells . the boy fought. 

(40) 



tells about the uonn, — Therefore, is 

an adjective. The adjective, , tells . fights. 

10. The officer soon found the lost child. 

tells about the verb, — Therefore, is an 

adverb. The adverb, , tells the officer found. 



. telLs about the noun. 



Therefore, is 



an adjective. The adjective, , tells 



11. I worked yesterday. 
tells about the verb. Therefore, is an 



adverb. The adverb, , tells I worked. 

12. The crowd came early. 
tells about the verb, Therefore, is an 



adverb. The adverb, , tells the crowd came. 

(6) Draw one line under each noun used in the above sentences (16). 

(c) Draw two lines under each verb used in the sentences (12) . 

(d) Draw three lines under each pronoun (2). 

(e) Analyze and diagram: Buffaloes formerly roamed the prairies. 



tells what is done. Therefore, is the predicate. 

1 Therefore, 



is the subject. 



Therefore, ' is the complement. 



Diagram : 



(/') Analyze and diagram: Then they went in. tells what is done. There- 
fore, i.s the predicate. ? 

Si 

Therefore, is the suljject. 

Therefore, Therefore, 



Diagram : 



(g) Analyze: The officer soon found the lost child. tells wliat is done. 

Therefore, is the predicate. ? 

Therefore, is the subject. ^ 

Therefore, is the complement. 



Diagram : — 

(41) 



p. E. 12-t. A. E. 



%- 



Exercise 26. 

To revieiu adverbs. 

The work with the adverbs of this exercise will combine the work of the three preceding 
exercises, for adverbs telling "how," "when" and "where" are given. In iinding the adverbs 
of this and all succeeding exercises the pupil is to first find the verb and prefix, in the order 
given, the words "how," "when" and "where" to form que.stions. Each of the three questions 
must be answered with each verb in order that all the modifier.s of each verb will be found. In 
the sentence, "The hot flames burst forth instantly" the verb is "burst." How burst? There 
is no answer, and, therefore, there is no adverb modifying btnst by telling "how." When 
burst? Iiisfanfh/. "Insfnntly tells about the verb, burst. Therefore, instantly is an adverb. 
The adverb, inslantlii. tells when the flames burst." Where burst? Forth. "Forth tells 
about the verb, burst. Therefore, forth is an adverb. Tlie adverb, forth, tells where the flames 
burst." Remember that the questions "how burst?" "when burst?" and "where burst?" are 
not to l)e written. They are merely mental devices to find the adverb. After the adverb is found 
insist upon the ase of the language form. 

Oral — Analyze each sentence and call for part of speech of all words. 

(a) Find all the adverbs in the following sentences: 



1. He once killed a large grizzly bear. 
tells about the verb, 



Date- 



Therefore, 



adverb. The adverb, — 
2. She stood there. 



tells 



he killed. 



tells about the verl 



Therefore. 



adverb. The adverb. 



tells 



she stood. 



3. He saw me immediately. 
tells about the verb. 



adverb. The adverb. 



tells 



Therefore, - 

he saw. 



4. The wolves crept nearer. 
tells about the verb. 



adverb. The adverb. 



Therefore. 



tells 



wolves crept. 



5. The.y lifted him gently. 
tells about the verb, 



adverb. The adverb. 



Therefore, 



tells 



thev lifted. 



(). This savage dog barked angrilj-. 
tells about the verb, - 



adverb. The adverb, 



Therefore 



tells 



the dog barked. 



7. These men work h(>re. 
tells about the verl). 



adverb. The adverb, 



Therefore, 



tells 



the men work. 



8. Every star twinkled brightly. 
tells about the verb. 



Therefore. 



191- 



is an 



IS an 



IS an 



IS an 



IS an 



is an 



is an 



IS an 



adverb. Th 



(• adverb. 



tells - 
(42) 



the stars twinkled. 



9. We saw her distinctly. 
tells about the verb, 



adverb. The adverb. 



-, tells 



Therefore, - 

we saw. 



10. The hot flames shot forth instantly. 
tells about the verb, 



adverb. The adverb, 



Therefore, 



tells 



the flames shot. 



tells about the verb, 

adverb. The adverb, 

11. All rivers flow downward. 
tells about the verb. 



Therefore, 



tells 



the flames shot. 



adverb. The adverb. 



Therefore, 



-, tells 



rivers flow. 



(&) Write one line under each noun used in the above sentences. 

(c) Write two lines under each pronoun used in the above sentences. 

Write a list of all the adjectives used in the above sentences (11). 



Write a list of all the verbs used in the above sentences (11). 



Diagram : 

1. He once killed a lare;e srrizzly bear. 



4. The hot flames shot forth instantly. 



IS an 





2 


The 


wolves continually 


crept 


nearer. 




3. 


This 


savage dog barked 


angr: 


iiy- 





5. All rivers flow downward. 



(43) 



Exercise 27. P. E. 299. A. E . 'i 

Eevicw by complete analysis of all forms studied. 

Complete analyses of .sentences by jmpils slionld not be required nnless some definite order 
of procedure is before the pnpil in black and white. This can be written eitlier on the board or 
on a sheet of paper, and the pupil should bi- allowed to refi>r to this in giving- his complete 
analysis. Otherwise much valuable time is lost, fur in most cases the pupil will spend more 
_ effort in attempting to remember the order of procedure than in giving the analysis itself. In 
writing this exercise, as it appears below, no such order of procedure need l)e written on the 
board or elsewhere. When .studied orally, however, the teacher should a.sk a definite question 
for every word. In the sentence "He once killed a large grizzly bear" the teacher should ask 
first for the simple analysis, then for the words used as modifiers, and, thirdly, take up each 
word of the sentence to ascertain its part of speech. 

Oral — Analyze each sentence of this exercise, call for modifiers, and have part of speech of 
each word given. Review diagramming by means of the blank diagram on the board, and call 
for the name of the places in the diagram as \'ou point to the empty places. As pupils analyze 
sentences orally the teacher should diagram at the front board, placing each word in its place 
in the diagram as i-apidly as it is found by llic pupil. Be careful not to diagram faster than the 
pupil analyzes. 

Date , 191 

Analyze the following sentences, give jiarf of spe(-ch of each word found, and diagram: 

1. He once killed a large grizzly bear. tells wliat is done. Therefore, 

is the predicate. ". 

is the subject. . 1 



Therefore, 



Therefore, 



is the complement. 



The words used as modifiers art 



and 



He is a 



<)in( tells alioiil the 



Therefore, diicc is an 



Kith d 



A tells about tilt 



Larf/i fells about the - 
Orkzhj tells aliout the ■ 

Bear is a 

IJiagram : 



. Therefoi'c. LUltd is a 

Therefore, is an — 



ThrrcFore, lanji is an 



Tlierefore. (jrhzhj is an 



Therefore. Ix (ir is a. 



2. Six fast horses trotted slowlv. 



is the pr(>dicafe. 

Th(M-efore 



tells what is done. Therefore, 



is the subject. 



Therefore. 



(44) 



The words used as modifiers are 

Six tells about the , 

Fast tells about the , : — 

Horses is a Therefore, 

Trotted 



and 



Slowly tells about the 
is an ■■ 



Diagram : 



-. Therefore, six is an 
-. Therefore, fast is an 
is a 



Therefore, 



Therefore, 



3. These engines always pull many cars. 
is the predicate. 



fore. 



is the subject. 



tells what is done. Therefore, 

? There- 

1 



-. Therefore, 



is the complement. 



The words used as modifiers ai'e 

These tells about the , 

Engines is a Therefore, engines is a 



-, and 



Therefore, these is an 



Always tells about the - 
Pull 



, Therefore, always is an 

-. Therefore, . is a 



Many tells about the , Therefore, many is an 

Cars is a Therefore, is a 

Diaarani : , 



4. The singer sang old songs sweetly. 
is the predicate. 



tells what is done. Therefore, 
? There- 



fore 



- is the subject. 
Therefore, 



is tlie complement. 



The words used as modifiers are . — 

The tells about the , 

Singer is a Therefore, singer is n. 

Sang 1 Therefore, - 

Old tells about the , 

Songs is a 



-, and 



Therefore, the is an 



Therefore, olrl is an 



Therefore, sonqs is a 



Sweetly tells about the 



Therefore, 



IS ail 



Diagram : 



(■15) 



5. Fifty brave soldiers quickly drove back the enemy. 

Therefore, is the predicate. '- 

Therefore, is the subject. 



tells what is done. 



Therefore, 



is the complement. 



The words used as modifiers are 



and 



Fifty tells about the 



Brave tells about the 



Therefore. 



Therefore, 



Soldiers is a 



Therefore, soldiers is a 



Quickhj tells about the 

Drove 

Back tells about the — 

The tells about the 

Eneiiiij is a 

Diai^rani : 



. Therefore, qxiieldy is an 

Therefore, is a 



-. Therefore, hack is an ■ 
Therefore, ilie is an — 



Therefore, enemy is a 



6. lie walked home rapidly. 

is the ])redicate. 

is the subject. 

Therefore. 



tells what is done. Therefore, 
? . — Therefore. 



The words used as modifiers are 

He is a 

Walked 



and 



Therefore, walked is a 



Tlotne tells about the 



Rapidlij tells about the 



Therefore, home is an 
Tlierefore. 



Diauram : 



IS an 



IS an 



7. Tlie angry boy once fought two fights. 
is the predicate. 



fore. 



is the subject. 
Therefore, _ 



The words used as modifiers art 



and 



tells what is done. Therefore, 
? There- 

? 



is the complement. 



(46) 



The tells about the 



Two tells about the 

Fights is a 

Diagram : 



Therefore, the is an 



Angry tells about the , 

Boy i^ a Therefore, boy is a 

Once tells about the , 

Fought ■ 



-. Therefore, angry is an 



Therefore, once is an 



Therefore, foiiglit is a 



Thei'efore, two is an 



Therefore, fights is a 



8. I worked hard yesterday. 

is the predicate. 

is the subject. . 

Therefore, 



- tells what is done. Therefore, 
-1 Therefore, 



The words used as modifiers are 

7 is a 

Worked 



and 



Hard tells about the 



Yesterday tells about the 



Diagram : 



Therefore, 



is a ■ 



Therefore, liarcl is an 



Therefore yesterday is an 



Exercise 28. 



P. E. 64. A. E.- 



%- 



Date- 



191- 



Cumulative Review Test. 

There are three steps to be followed in using this (or any other) Cumulative Review : . 
(1) give questions as a written test with no previous drill; (2) use questions a»an outline for 
an oral review; and (3) give as a regular written lesson after the oral review has been given. 

For the oral review the questions are so arranged in order as to permit their use by the 
teacher as an outline in conducting a review of all previous work. Many of the questions 
seem to be mere repetitions. They are repetitions in thought, but not in wording. Pupils can 
often answer the question when worded in one form, but fail to answer correctly when expressed 
in a different form. In determining the use of a word in the sentence it is necessary some- 
times to speak in an active manner, again in a passive way, and at still other times it is necessary 
to speak in negative terms. For this reason the questions are given in tlie various forms as 
appear below. 

Do not proceed to advance work until all questions in this review have been thoroughly 
mastered. 

1. The only place in which a verb can be used is the . 

2. The only part of speech which can be used as a predicate is a r. 

(47) 



3. What two parts of speech may be used as the subject ? 

4. In what places in the sentence can nouns and pronouns be used ? 



and 



and 



5. What two parts of speech may the complement be? 

6. What parts of speech may modify other words? 

7. Any word which modifies a verb is an 

8. Any word which modifies a noun is an 

9. Adverbs modify , by telling 



and 



and 



or 



10. Adjectives modify 



-, by telling 



and by 



11. What parts of speech are always modifiers 5 



and 



Can an 



12. The only part of speech wliicli can modify a verb is an 

13. The only jiart of speech which can rnndifv a nonn is an . 

14. Do adjectives modify verbs? Do adjectives modify nouns? — 

15. Do adverbs modify verbs? Do adverbs modif.y nouns? — 

16. Since the only part of speech which can be used as a predicate is a 

then an.y word which modifies a word used as a predicate will lie an 

adjective modify a predicate? 

17. Can an adverb modify a woi-d used as the subject? . 

18. Verbs show 

19. Undei'line the pronouns in the fiilliiwiiiu' list of words: up. they. then. us. we. to. liy. 
him. I. you, them, no, she. sikih. her, once, it. ([uite. me, now, us, runs, he, good. boys. him. more. 

20. We find the preclicate by finding the word Mlii<'li tells 



or a 



21. We find the sul)ject liy answering tlii' ipiestiim fdrmed by asking 

liefore the predicate. We ask w^hen the subject is a person, 



and when tlie sul)ject is not a [lersou. 

22. We find th inplcment l)y answering the question formed by asking the question 

S- or witli the subject and predicate. If there is no answer there 

We ask wlieii the comple- 



ment is a person, and 



wlicii the ciiiiiiilciiient is not a person. 



P. E. 95. A. E.. 



Exercise 29. 

TIic preposition. 

It is useless folly to attenqjt to teach ]Mii)ils to recognize prepositions through comprehension 
of a definition. No one. ]iupil or teacher, ever actually realized that prepositions "show relation." 
It is a pretty |)hrase, l)ut we mean nothing In* it. Tlie shortest method of learning to recognize 
prepositions is simply to learn that certain words are ]U'epositions as' we meet them individually 
in sentences. In confoi'mity with this plan, the exei-cises introduce the more connnon preposi- 
tions, one l)y oiu', in sentences, and by reviews the pupils will (piicldy learn to remember that 
siicii words ai'c pre|iositious. 

(4.S) 



To introduce ihe prepositions in anel at. 

Write upon the board the sentence, The girls in the yard jump rope. Call their attention to 
the word in. Tell them it is called a preposition, and teach the spelling of "preposition." Tell 
them also that the noun ijcird, the tirst noun which comes after it. is the ob.ject of the preposition 
in. Then ask volunteers to find a preposition in the second sentence. Ask what is the ob.ject of 
the preposition inf Ask the question in this form, because we wish to familiai-ize the pupils 
with the language form "ob.iect of the preposition . " 

Treat sentences in this way until nnderstood, and finally var.y your questions, asking, "What 
is the preposition in the sixth sentence?" "What is the noun 'desk'?" (Except the answer, 
"The noun desk is the object of the preposition in.") Drill in this manner until you succeed 

in teaching the language form " is a preposition, having for its ob.iect the 

noun " 

Finally, tell them that the preposition, its object and the modifiers of this object make up 
what is called a prepositional phrase. As a device send the pupils to the board and dictate sen- 
tences showing them how to underline the preposition and to enclose the entire phrase in 
parentheses. 

Date . 191 

Oral — Analyze each sentence and call for part of speech of each word. 

1. The girls in the yard jump rope. 2. The boj' in the blue suit sells papers. 3. The parrot 
in the cage ate a cracker. 4. The man in the store sells oranges. 5. The cat jumped at the bird 
in the cage. 6. We bought the candy in the store at the station. 7. The grocer delivered the 
apples at the house. 8. He sold fruit in boxes. 9. The horse stopped at the barn. 10. The lion 
in the cage roared at the children. 

(a) Underline all the prepositions (13). 

(6) Put parentheses around all the prepositional phrases (IS). 

(c) In is a preposition, having for its object the noun, yard. The tells about the noun. 
yard. Therefore, the is an adjective. In the yard is a prepositional ])hrase. 

Select the prepositional phrases from sentences 2 and 3 by filling in the following blanks: 

2. is a preposition, having for its object the noun, 

tells about the noun. . Therefore. is an . 

tells about the noun. Therefore, is an adjective. 

is a prepositional phrase. 

3. is a preposition, having for its object the noun. . 



tells about the noun. . Therefore, is an adjective. 

is a prepositional phrase. 

{d) Draw one dotted line under each verb. 

(e) Draw two dotted lines under each noun. 



Exercise 30. ' P. E. 98, A. E <7, 

To introduce the prepositions into, on, and over. 

Drill especially on the langiuige form of prepositions, but also analyze the sentences and 
que.stion in review concerning the adverbs and adjectives. Do not ask what the phrases modify. 
There are no current errors dependent upon what word a phrase modifies, and this ft>ature may be 
eliminated from grammar teaching, 

4 — BULl.5 (49) 



The adjective the becomes by necessity so ofteu repeated tliat drill upon it becomes overdone. 
It is desirable never to question concerning it, and teach pupils the habit of omitting reference 
to it, as otherwise much recitation time is purely wasted. 

1. The swimmer suddenly jumped into the blue water. 2. We cautiously walked into the 

gloomy cave. 3. He wants that book on the round table. 4. Many frightened passengers on 

the ship behaved foolishly. 5. The cow jvmiped over the moon. 6. The boys threw the ball over 

the high fence. 7. The boy fell into the water accidentally. 8. A pilot then came to the old 

ship. 9. The army secretly crossed over the river in boats at night. 10. ^Ye looked into the 

shop windows. 

Date , 191 — 

Oral — Analyze each sentence and call for part of speech of each word. 

(a) Unclerline all the prepositions. 

(b) Place parentheses around each of the prepositional phrases. 

(e) Fill in the following blanks by referring to the sentence of the same number above: 
1. Suddenly modifies the , • Therefore, sudelenly is an 



2. Cautiously modifies the Therefore cauHously is an 



Olooiinj modifies the , Therefore, gloomy is an 



4. Frie/hteiied modifies the , Therefore, 



}s an 



4. Foolishly modifies the , Therefore, foolishly is an 



7. Accieleiitally mollifies the , Therefore, accidentally 



is an 



9. Secretly modifies the , Therefore, secretly m an 



10. Shop modifies the , Therefore, shop is an 



(d) Select the prepositional phrases from Sentences 1, 3, 6 and 8, and fill in the following 
blanks : 

1. ^ is a preposition, having for its object the noun, 

tells about the — , • Therefore. 

is an adjective. 

is a prepositional phrase. 



is a preposition having for its object the noun. 



an adjective. 



tells about the noun, Therefore, is 



is a prepositional i)hrase. 



is a preposition having for its object the noun. 



tells about the noun, Therefore, 



an adjective. 



is a preposiliotial phrase. 

(50) 



is a preposition, having' for its object the 



tells aljout the noun, 



Therefore, 



IS 



,n adjective. 
is a prepositional phrase. 

Caution. — In futnre work in diagramming do not assign sentences containing phrases, for we 
re not teaching phrases as modifiers. 

Diagram : The swimmer quickly swam the river. 



Many frightened passengers acted foolishly. 



Exercise 31. 



P. E. 126. A. E.. 



%- 



Fo introduce the prepositions by, to, and of; review of previous prepositions and also of pro- 
nouns. 
1. An old mill stood bj' the river. 2. They came by the rough wagon road. 3. This kitten 
■eeently came to us. 4. The squirrel climbed to the top of the tree. 5. I called the dog to me. 
I. "We finally discovered the cause of the delay. 7. The hunter shot at them. 8. He sent the 
etter to her by a messenger. 9. Yoi; told the truth of the unfortunate affair. 10. She threw 
I stone over the fence at the barking dog. 11. It drove him into the barn. 



Date^ 



191- 



Oral — Analyze each sentence and give part of speech of each word. 

(a) Underline all the prepositions (14). 

(6) Place parentheses around all the prepositional phrases (14). 

(c) Refer to the sentences above as numbered and fill in the following blanks: 

1. By tJie river is a It is introduced by the 

, which has for its object the , . 



2. Wagon tells about the 



2. Rough tells about the 
m 

3. Recently modifies the 
is an 

3. To us is a 



Therefore, ivagon is an 

— Therefore, rough is 

— Therefore, recently 



The preposition is . 



md its object is the pronoun, 

{d) "Write one line under the prepositions and two lines under the pronouns of the following 

list of words : then, at, you, by, into, she, they, to, in, I, quite, some, he, him, over, every, at, on, 

all, we, us, of. no. anv. her, verv, me. 

(51) 



(e) Select all the adjectives ami .-uhrrlis i'l-mii I lie above sentences and place llieni in 1 1 
followini;' form (20). 



word 


how used 


1 part of speech 


an 


modifies noun, mill 


adjective 






















































































! 




1 













Exercise 32. P. E. 87. A. E . % 

7'(* iiilni(hi(( llic j)r< posilious \rifh. fnnn. and for. 

1. lie came with us. 2. She asked fur yciu. :]. We rode with flu>m into the coinil ry. 4. I'lir 
returned for it. ">. He liastened to her at Hie cry of ihiniicr. (1. I carried him from the bui-i 
iui;- buildint;-. 7. The arm>' escaped from the daniicrous ambuscade with slif;lit loss. 8. Tin 
stopped for l\uicii at tin- (|uaiut hotel in tbi' viUauc !). The messenger brouglit a letter from tli 
genei'al In the (•nlonrj. 

Oni] — Analyze each sentence. Call fur part of speech of each word and give languiige fun 
f(U' prepositional phrases. 

{a) Underline all the prepositions (Ki). 

{!)) Place i)ai'entheses around all pi'e|iiisitii)ual phrases (Hi). 

{(■) See sentences as numliered and lill in Hie blanks: 

1. Willi us is a . 'I'lic preposiHon is a 

its object is the pronoun. 

(52) 



L'. For you is a The proposition is 

nd its object is the pronoun. 

3. With them is a With is the 

nd the , is its object. 

3. Into the country is a • The preposition is 

and the . country, is its 



is a preposition, having for its object the , 

tells about the noun. Therefore, 



is an adjective. 

is a prepositional phrase. 

(d) Draw one dotted line under each adjective (14). 

i r) Write a list of all the pronouns used in the above sentences (13) 



Exercise 33. P. E. 125. A. E.- 



o introduce tlie prepositions behind, among. Iliraiiuli . u<ar. lieforc. after, between, under, toward, 
up, down, and above. 
Oral — Analyze some of the sentences. Question upon the \\a\' in whicli llie aiijectives and 
;lverbs modify the words they do. Have all the phrasas and prejjositions pointed out and oral 
rill given upon the language form for the phrases. Give part of speech of each word b.\- using 
le ])roper language form. 

Date , 191 — 

1. The pencil lies behind the book. 2. The house stood among the trees. 3. The childi-iMi 
loked through the telescope. 4. We live near the church. 5. The pupils arrived at school 
ef ore noon. 6. The boys generally jilay ball after school. 7. A modes! violet grew in the garden 
niong the daisies. 8. The father built a swing between two trees. 9. The tramp ask(>d for food. 
[). Swallows usually build nests under the eaves of houses. 11. The horse ran toward the barn. 
2. -Jack went up the hill. 13. The boat floated noiselessly down the river. 14. 'i'lie bird tlew 
iiovc the hunters across the rver. 15. The rat ran under the barn. 
(a) Underline all the prepositions in the above sentences (19). 
(h) I'laee parentheses around all prepositional phrases (19). 

[c) Draw one dotted line under each noun (3fi). 
behind, me. all, too. near. good, among, I. this, tliat. before, every, between, I lieu, ns, up, 
we, this, under, any, you, no. ask, down, after, them, above, good, run, toward, sit, they, 
jump, with, girl, from, her, for. boy, he, man. in. to, and, him, conic, on. went. ]>y. slie, a. 
of, it, an, the, over, old, said, into, baby. at. 

(d) Draw one line under all prepositions in this list of words (21). 
(r) Draw two lines under all lu'ononns in this list (12). 



(r)3) 



(/') Diagram: 

1. The happy children saw the new moon. 



2. The boys nsually play baseball. 



3. The old boat floated away quietly. 



Exercise 34. 



P. E. 35. A. E.. 



Date- 



-. 191- 



Oral — Proceed as in preceding lesson. 
1. The postman came late. 2. California lions often kill sheep. 3. Rain soon fell. 4. BuffJ 
loes once roamed the prairies. 5. These pupils now study grammar. 

1. In Sentence 1, what word expresses action? What part of speech is il. 



Because it modifies a 



What does late modify? 



2. In Sentence 2, what word tells abont tht; noun. Jionsf 



Whv is late an adverb 



Wh;' 



part of speech is it? Why is California an adjective in this sentence? Because it modifies 



What word expresses action? 

What word modifies kill? 

What does often tell abont kill? It tells- 



-. What part of speech is it ? 
What part of speech is it? 
lions kill. 



expresses action. Therefore. - 

the rain fell. Therefore, soon is an 



is a verb. Soon teV 



is a name. Therefore, 

4. 

is an 



tells about the vci'h. 



Therefor* 



Diagram : 

California lions often kill shee]i. 



Rain soon fell. 



(54) 



Buffaloes once roamed the prairies. 



Exercise 35. P. E. 21. A. B %- 



,.„.,„ Date , 191—. 

Cumulative Review 1 est. 

1. What parts of speech may be used as the object of a preposition ? aud 



2. A prepositional phrase is made up of the . , the of 

the preposition, and the of the object. 

3. Some phrases have no modifiers of the object of the preposition, but all phrases have a 
and the . ■ of that preposition. 

4. The predicate must always be a 



5. The parts of speech which can be used as subjects are and 



6. The parts of speech which can be used as complements are and 

Can adverbs be used as complements? 



7. Can an adverb ever modify a word used as subject ? Can an adverb 

ever modify a word used as a predicate ? 

8. What part of speech is never modified by a modifier ? 



9. Prepositions are never used without a or a as an object. 

10. The modifier of a verb is always an , and the modifier of a noun is 

always an . Can an adjective ever modify a verb ? 



Exercise 36. P. E. 24. A. E.- 

To teach number of nouns. 



Number, so far as grammar is concerned, has little to do with learning the singular and 
plural forms. This matter is the business of language teaching, properlj', and can best be taught 
merely as spelling lessons. The grammatical aspect of number has for its goal the principle of 
agreement of verbs with their subjects and of pronouns with their antecedents. It is in these 
places that mistakes are made. Our present goal is to establish a ready recognition of the 
singular and plural forms of nouns, pronouns and verbs as a basis for establishing later the 
principle of agreement. 

Write in columns the singular and plural forms, respectively, of the following words : hat, 
chair, window, cow, fox, ranch, child, man, calf, knife, cherry, berry. Have pupils tell, as best 
they can, the difiference in meaning between hat and hats, child and children, calf and calves, 
berry and berries, etc. Then write "Singular Number" over one column and "Plural Number" 
over the other, and have the words pronounced distinctly. Teach the spelling of singular and 
plural. 

(55) 



Lead to the statement that the .sintiulai' iiiuiilicr is used wli(>ii we mean one jierson or thing, 
and the plural mimlter Avhen we mean more tlian one person oi' tiling'. 

Draw from the pupils a st:ttenient as to how the plural is formed from the .singular in each 
ease, but do not attempt to have these uiclhuds memorized. 



Date- 



-. 191- 



ohair.s. fox, berries, eows. hat. child, knives, calves, ranch, hats, chair, foxes, window, 
cherries, cow, ranches, berry, man, children. l)ei-ries, knife, men, cherry, windows. 

(a) Draw one line under all the nouns in the abuve list which are in the singula)' numlicr (11). 

(b) Draw two lines under all the nouns in the above list which ai-e in the plui-ai lunnljer (13). 



Exercise 37. P. E. 57. A. E. . ' ; . 

I'd drill iipitii iiniiibcr of iiniiiis. 

Assign the nouns of this exercise as a sjielling lesson to be studied at home. Kequire the 
spelling of both singular and plural forms to be meiuorized. (Jive as a spelling lesson the fol- 
lowing dav. 



Siiifiiilnr. 

child 

fairy 

knife 

herdsman 

sheep 

baby 

mouse 

tooth 

wolf 

potato 

city 

goose 

loaf 

.•a If 

oat 

man 

louse 

wife 

alle.y 

alumnus 

l)ulfalo 

cargo 

calico 

beef 



I'liinil. 

children 

fairies 

knives 

herdsmen 

slie('[) 

haliies 

mice 

teeth 

wolves 

potatoes 

cities 

geese 

loaves 

calves 

oats 

men 

lice 

\vi\'es 

alleys 

,'dunini 

liulTaloes 

cargoes 

calicoes 

beeves 



Date 

!^'nif/tfl(i r. 

negro 

half 

tix 

deer 

foot 

branch 

hero 

spoonful 

leaf 

shelf 

tiiief 

trout 

dozen 

wonuin 

lady 

h.nlF 

lifr 

volcano 

radius 

br(uicho 

echo 

tomato 

torpedo 

veto 



I'hirul. 

negroes 

halves 

oxen 

dci'r 

feet 

branches 

hei'oes 

spoonfuls 

leaves 

shelves 

thieves 

t I'dUt 

dozeu 

women 

ladiis 

halves 

lives 

X'olcanoes 

I'adii 

iiriiiii'liiies 

(>choes 

tomatoes 

torpedoes 

vetoes 



191- 



Oral — Analyze each sentence and 
tion.-il phrases. 



anguage foi-ui fur all parts of sjieech aud ju'cjiosi- 
(56) 



1. Many children played there in the giirden. 2. Some butchers bny tender beeves for cus- 
tomers. 3. Any child likes stories of kind fairies. 4. The negroes bought those knives. 5. They 
cut the watermelon into halves. G. Tlie lierdsmen drove the oxen over the hill into the next valley. 
7. The shepherds found two small sheep in the old barn. S. The deer swam rapidly across the 
wide river. 9. Babies cry for food. 

(a) Draw one straight line under each noun in the singular number (10). 
(6) Draw two straight lines under each noun in the plural nundier (14). 

(c) Draw one wavy line under each adjective (22). 

(d) Draw two wavy lines under each adverb (2). 

(e) Place parentheses around each prepositional phrase (9). 

Exercise 38. P. E. 52. A. E. .— . '/c 



Date . 191 

Tu drill upon number of nouns. 

Oral — Analyze each sentence and call for the part of speech of each word. Give the language 
form for each prepositional phrase. 

1. Chinese women have very small feet. 2. Those mice ate that cheese. 3. Old teeth some- 
times ache dreadfully. 4. :\Iany heroes fought in tlie Revolutionary War. 5. Any hungry wolf 
chases deer. G. He drank three spoonfuls of this bitter medicine. 7. Potatoes grow under the 
ground. 8. Henry built four shelves on that wall. 9. We killed many geese yesterday at the 
river. 10. They bought four loaves of bread for us. 

(a) Draw one straight line under each noun in the singular niunber (11). 
(&) Draw two straight lines under each noun in the plural number (11). 

(c) Draw one wavy line under each adjective (19). 

(d) Draw two wavy lines under each adverb (4). 

(e) Place parentheses around each prepositional phrase and draw tliree straight lines under 
each preposition (7). 

(/') Diagram Sentence 1. 



Exercise 39. P. E. 78. A. E. % ^ 

To drill on number of nouns. 

Have the pupils tell whetlier tlie nouns are singular or plural. If singular have them change 

the form to the plural, telling how tliey do it. If plural have them give the singular form. Then 

have the sentences analyzed and special drill given to adjectives, adverbs, and prepositional 

phrases with their prepositions and objects and modifiers of the object. 

(57) 



Oral — Analyze each sentence. Give language form for each part of speech and phrase. 

1. The tall oak trees stand behind the old barn. 2. The white clouds float slowly above the 
low hills. '3. Many red boats sailed quickly down the river from the town. 4. That frightened 
dog ran hastily through the open door toward the teacher. 5. Some red apples lay under the 
tree near an old gate. 

Date ^ , 191 . 

(a) Draw one line under all nouns used in these sentences which are singular in number (8). 

(b) Draw two lines under all the noun.s in the plural number (5). 

(c) In the above nouns the jilural is formed from the singular by adding 

to the 

(d) Underline all the prepositions and place tlie phrases in parentheses. 

(e) Write the plural of the following nouns: liahijy ; door, . 

bush, ; dollar, ; peach, ; fairy, 

ivolf. ; leaf, : life. ; lady, 

tooUi, ; godse. : woman . ; teacher, 

(/') Nearly all nouns in the plural numln-r end \n 

(g) Adjectives and adverbs are never usi'd as subjects, or 

of sentences, but are used in the place. 

(/() Predicates of a sentence are always 

{i) The subject and complement of a seiit(Mice are never 

( j) phrases always contain a preposition and its object. The object of the 

preposition is usually a or a 

{k) Draw one wavy line under each verb in the sentences of this exercise (5).- 

{I) Write a list of the adjectives used in Sentences 1-5 (23). 



(m) Draw three lines under each adverb (3). 

in) Underline the pronouns in the following list of words: I, John, ran, me, away, saw, he, 
there, you, this, these, it, she, then, we. ns. to-morrow, they, tree. them. 



(58) 



Exercise 40. P. E. 75. A. E.. 



r . . , . , Date . 191_. 

L review number of nouns, etc. 

Oral — Analyze each sentence, fall for parts of speech and phrases. 

1. The large bear suddenly fell from the tree into the cold water. 2. The startled baby 
quickly threw the piece of burning paper to the ground. 3. The brothers then built a very 
beautiful home on the banks of the river. 4. The swift ball almost struck the small boy in the 
face. 5. Many exhausted soldiers fought fiercely for their lives. 

(a) Write the plural of all nouns found in the singnlar number (12). 



(&) Write the singular of all nouns found in the plural (4). 



(c) Suddenly tells the bear fell. Therefore, suddenly modifies the 

, fell. Therefore, suddenly is an . 



(d) Underline all the prepositions and place all the prepositional pharses in parentheses. 

(e) Draw two straight lines under each adjective (22). 
if) Draw one wavy line under each adverb (6). 

ig) Underline the pronouns in the following list of words: there, they, us, we, some. I. 

manjr, any, she, all, he, a, it, you, an, him, four, the, her, fifty, this, twenty-three, that, 

these, white, wicked, those, yesterday, every, now, no, then. 
(/(,) Draw two lines under each adjective in the above list of words (18). 



Exercise 41. P. E. 53. A. E.- 



Oral — Analyze each sentence and give part of speech of each word. 

Date 191—. 

10 review. 

1. The startled baby quickly threw the piece of burning paper to the ground. 

Startled modifies the , Therefore, is an 



QuicTily tells about the . . Therefore. is an 



Burning tells about the , Therefore, burning is an 



Ground is a noun and is the object of the preposition 



2. The brotliers then built a beautiful home on the banks of the river. 

Then modifies the , Therefore, — 

an 

(59) 



Bciiiitlfiil tells nbdut the 



Tlieret'di'e. himilifiil is :iii 



Tlie noun, banJis, is the olijeet of the preposition. 

object of the preposition, . 

3. The exhausted soldiers fought fiereel\' foi' their lives. 

E.rhiliist( (I tells ahoiil thi' . Therel'oi'e. 

is iin . 

(a) Write one straight line under each verb fouii<l in 1he ahoN-e sentences (3). 

(b) Write Uvo lines under each ad.jective (12). 
(f) Write one wavy liiii' under eaeli adverb (3). 
(d) Write two wavy lines under e:;rli noun (10). 



Tile noun. rinr. is the 



Exercise 42. 



I'. E. 80. A. E.- 

Dafe 



To r( t'l(ir. 

Ora} — Analyze e;ieii sentence, (live parts of speech and phrases. 



1!)1- 



1. The electe<l oftieers solemnly took the <iatli ol' office. 2. Thi' alarmed crew iuunediately 
left the sinl^ing vessel. 3. The laru'e dog liy Ihc I'ond harked ;i1 the passing ladies. 4. The fall- 
ing SUo\\' soon eo\-ei'ed the patils in the fol'esl. 

(a) Write llie plural forju of ;dl nouns found in the singula)' number (7). 

(b) Write the singnlai' forni of nil nouns found in the plural miudier (3). 



fc) EUvl<<l modiiics the 



(d) Sohiii iilii modifies the 



{(j) Ahiniiid modifies the 



(fj I limit tlidli hj iiiodilies the 



{<)) Siiih-iiiij modi lies the 



(/( ) Ihj lh< mad is a 
and its ob.jecl is I he 



Therefo|-e, ilicliil is an 

Therefori'. suhiindii is an 

Thei'cl'oi'e. (ilaniiid is an 

Therefore, iiii iin ditih hj is 

Therefore, sinkiiuj is ;in 



The pi'eposiliou is 



((!0) 



(i) At the passing ladies is a The iirc])iisitioii is 

, and its object is the , I'assiiig modifies 



the , Therefore, pffls.s'/y/;/ is an 

(i) FalliiKj modifies the . . Therefore. faUiiiy is an 



(k) In the forest is a ■ . is the preposition 

having for its object the , 

(l) Draw one straiglit line nuder each adjective (15). 

(m) Draw two straight lines under each adverb (3). 

(n) Draw one wavy line nuder each verb (4). 

(o) Place parentheses around each prepositional phrase and dr;iw a dotted line under each 
preposition (4). 

( p) Diagram Sentence 2: 



Exercise 43. P. E. 82. A. E . r; 

, ,• ,, • rp , Diite , 191 — 

t iintuUiiive Review lest. 

1. A noun is singular when it means person or thing. 

2. A noun is plural when it means person or 

thing. 

3. To change a noun from the singular to tlie plural number we usually add 

or to the number form. 

4. Cliildrcn is the plural of Man is the of 

Women is tlie of . Cherry is the of 

Knife is the of Calf is the of . 



5. Underline the prepositions in the following: me, to, her. from. with. by. I, us. to. for. she, 
toward, across, me, in. it, into, under, we, they, over, between, them, behind, you, during, through. 

6. In what places may pronouns lie used? . and and 

object of a ^. 

7. Adjectives modify by telling 



modifv verbs : 



and by . Do adjectives ever 



8. Adverbs modify . by telling 



9. Are adverbs ever used as complements? What parts of speech are 

used as complements? ' and 

(61) 



10. Write the names of the places in the following- empty diagram: 



11. Write the names of the parts of speech that may be used in the subject place; write the 
name of the part of speech that can be used in the predicate place; those that may be used in the 
complement place, and those that may be used in the modifier places in the following diagram : 

and A I and 



12. Verbs show 



13. Any word which modifies a word used as a subject is an . WhyT 

Because only the parts of speecli that can be used as a subject are and 

, and tlie only part of speech that modifies nouns and prouoiuis is an 



Can adverbs modify the subject? . Why? Because only 

and can be used as subjects and these can not be modified by 

15. Any word which modifies a word used as a predicate is an Why ? 

Because the only part of speech that can be a predicate is a , and tlie only 

l)art of speech that can modify a verb is an 

16. Can an adjective modify a predicate? . Why? Because the only 

part of speech that can be used as a predicate is a . and verbs can not be 

modified by an 



Exercise 44. P. E. 54. A. E. 



, , Date . 191 

10 teach, number of pronouns. 

I, we, me, us, you, he, they, liim, them, she, her, it. my, mine, your, yours, his, her, hers, 

its, their, theirs. 

(o) Draw one line under all of the pronouns which are in the singular number. 
(5) Draw two lines under all pronouns which are in the; plural number. 

(c) Nouns usually form their plurals by adding or 

to the 

{d) Adjectives modify and 

(e) Adjectives never modify . . 

if) Adverbs modify 

ig) Adverbs never modify 

(62) 



Oral — Analyze and give part of .speech of all words. 

1. They saw ns in the park yesterday. 2. We often went with them along- the banks of the 

beautifnl river. 3. He walked with me to school. 4. I saw him there before noon. 5. She 

carried it across the street. 6. The teacher spoke kindly to her. 

(a) Draw one straight line under each singular pronoun. 

(h) Draw two straight lines under each plural pronoun. 

(c) Place parentheses around each prepositional phrase. 

{d) Draw three lines under each adverb. 



Exercise 45. 



P. E. 56. A. E. 
Date 



191- 



To review. 

1. Many young men ran after the fleeing thief through the excited crowd. 2. The strong 
wind blew those dry leaves from several trees. 3. John found an old knife among his playthings. 
4. A large wagon usually stands by that blacksmith shop. 

(a) Write the plural of all nouns in the singular number (7). 



(&) Write the singular of all nouns in the plural number (4). 



(c) Place in jjarentheses all prepositional phrases and underline the prepositions. 

(cZ) Fleeing modifies the , . Therefore, jleeing is an 



(e) Young modifies the 



{f) Excited modifies the 



ig) Strong modifies the 



(/() Dry modifies the 



Therefore, young is an 



Therefore, excited is an 



Therefore, strong is an 



Therefore, dry is an 



(i) Old modifies the 

ij) Large modifies the 



(k) Usually modifies the 



an 



Therefore, old is an 



Therefore, large is an 



Therefore, usually is 



(63) 



(/) H](ii:ls)uilli iiKidilii's the , Therefore, hluclsiuilli is an 



{i)i) Wi'itc llirci' Mill's umler eaeli adjective in llir jiliove sciitcnei's. 

{ii) Whal. is liie priiiiiiiin in Sentence 3? It is in the 

numljer. 



Exercise 46. 1'. E. lo. A. E % 

T(i hdili iniiiiliir af r< liis. 

Exjilain 1hat iiiaii\- vcrlis. just lil'ir' nouns, h,-i\c siiiLiiilar and jilural forms. The difference is 
that while in the case of nouns we usually add .s- to the sinuular to form the plural, in the case of 
verbs we add .s- to the jilural to form the .siiiiiular. Thus, sir is plural and Ave add .'< to make it 
sino'ular, sees. We say, ''The eats see" but ''The cat sees." If the suliject is singular then tlie 
sinuular form of the verb must be used, or I he |)i-cdii'a1c iinist be singular: and if the subject i.s 
plural then the predicate nuist be plural. 

Use exami)lcs iinlil lliis relationshii) is made clear to all. Em])hasize the fact that it is the 
uumlier of the siihjeet that determines the foinii of (he verb In be used. If the sul)ject refers to 
but one thing or i>ei-son, tlien the verb must be singular. If the subject refers to more than 
one thing or pei'son llien th(^ plural form must be used. ,\f1er this relat ionsliip has been made 
clear explain that there are two exceptions to this rule, that tlii' pronouns / and yon (singular) 
are always followed by a verb in the plural foi'm. Thus it is I ace und ijou sec. There is no need 
of nieiit inning "Person" when the verb is tauuht in tiiis way. 

Date 191 

1. The eat di'inks. 2. The eats drink. :1 The winds hlnw. 4. The wind blows, r,. The 
dogs bark. li. 'I'he dog barks. 

(n) Draw one liiU' under all nouns in the siiignlai- niinilier. 

( /* ) Draw one liin' under .-dl vcrlis in the singular nniiihci-. 

((■) Draw two lines under all nouns in the plural number. 

(d) Draw two lines under all verbs in the plni'al nunilier. 

((') In what letter d" all the singular vcrlis end ? 

(/') We use I he singular verb, driiihs. in Seiitcni-e 1 liecunsc the subject, cat. is singular, and 
the predicate, ilriiil.s. must .-ilsn In- in a^ree with the singular subject. 

((/) We use Ihe ]iliiral verb drink in Sentence 1' liecause the subject, eats, is plural and the 
])redicate must also be to agree with the jilural subject. 



Exercise 47. 1*. K. I(i2. A. E. 



Date , 191 

To drill ii/>oii iniiiihir forms (//' rirhs. )ioinis mid jirojiaiiiis. 

Sees, blow, ring, gm-s, I'all, break, write. te;ir. does, i^-ils, urnw, begin, know, throw, llys, draw, 
climb, collies, drinks, gix'c, lay, loses, ride, runs, swim, set. wears. 

((() Draw oni' line under (>ach singulai' verb in t he above list and two lines under each |ilnral 
verb. 

(04) 



He, we, they, she, it, I. 

(b) Draw one line under each singular pronoun and two lines under each plural pronoun. 
Children, fairy, negroes, knives, sheep, dogs, baby, foot, mouse, hunter, heroes, farmers, boys, 

tigers. 

(c) Draw one line under each of the above nouns that is in the singular number and two lines 
under each noun that is i^lural. 

{d) Fill in the blanks in the following sentences: 

1. He (see or sees) us. 

2. We (ring or rings) the school bell. 

3. They (go or goes) home at noon. 

4. It (fall or falls) to the floor. 

5. I . (know or knows) my lasson. 

6. Children . (fly or flies) kites. 

7. Fairies (come or comes) to earth. 

8. That negro (sing or sings) an old song. 

9. These knives ■ (cut or ciTts) well. 

10. That sheep (walk or walks) home. 

11. Many sheep (walk or walks) home. 

12. My dog (run or runs) rapidly. 

13. Little babies . (drink or drinks) sweet milk. 

14. His foot (ache or aches). 

15. The mouse ■ : (eat or eats) the cheese. 

16. The hunter : (kill or kills) many bear. 

17. All heroes (fight or fights) bravely. 

18. Some farmers (plow or plows) very early in the season. 

19. This boy (draw or draws) very beautiful pictures. 

20. Tigers often (kill or kills) men. 

(e) Draw one line under each ad,jective found in the above sentences. 
(/) Draw two lines under each adverb in the above sentences. 

ig) Place parentheses aroiind each prepositional phrase and draw a wavy line under each 
preposition. 



Exercise 48. P. E. 23. A. E % 

Date 191- 



To drill upon, the number of forms of verbs. 

1. The horse runs. 2. The man walks. 3. The children play. 4. The girl jumps rope. 
5. The boys yell. 

(a) Rewrite these sentences, changing the singular subjects to plural and the plural subjects 

5 — BUi^ 15 (65) 



to singular. Then yon mnst change the predicates so that they will have the same numher as 
the subjects. 

1. 

2 

3. 

4. 



5. 

Oral — Analyze and give part of speech of all words. 

1. Beautiful flowers gi-ow in the garden. 2. Some roses bloom in this garden. 3. That bird 
flies easily from tree to tree. 

(a) In Sentence 1 the predicate is ijrinc and not uroics because the subject, floivers, is 

Therefore, the predicate must also be to agree with the 

subject. 

(5) In Sentence 2 the sul)ject, rosr, is Therefore, the predicate must 

also be to agree with the subject. 

(c) In Sentence 3 the subject, , is . Therefore, the 

predicate, , must be to agree with the 

(d) Underline all the prepositions and place parentheses around all the prepositional phrases. 

(e) Easily (in Sentence 3) modifies the , Therefore, easily 

is an '-. 

(f) Beautiful (in Sentence 1) modifies the , . Therefore, 

beautiful is an . 

ig) This (in Sentence 2) modifies tlie . Therefore, tltis is 

an 



Exercise 49. P. E. 57. A. E.- 



Date , 191 

Cuniulaiive Itrciew Test. (See directions of Exercise 28.) 

1. Verbs ending in .v are always in number. Nouns ending in s are 

usually in uiunlier. 

2. A subject in the singular number must have for a predicate a verb in the 

luuulier. 

3. We can change a verb from tlie ])lural in the singular nnnibiM- by adding 

to the number form. 

4. The object of a ju-epositiou may be cither a or 

5. Tlie only part of speech which can be used as a predicate is the 

6. The only modifier a verb can have is an 

7. The part of speech which may modify a noun is an . 



8. Underline all the prepositions and cross out the pronouns in the following list of words: 
in, cow, her, into, with, he, down, the, ox. foi-. l)y. behind, across, dog, she. us, see. to. by, ovei-, 
thej^, at. from, she, aliout, among, it, I, up, us. after. 

(OC) 



9. Words whicli are names are — 

10. Words which show action are 



11. Draw one line under each adjective in the following list that tells "how many": this, a. 
many, the, some, an. those, that, every, white, wicked, nanghty, all, any, black, tall, no, few, these. 

12. Draw two lines under the adjectives of 11 which "point out." 

13. Draw three lines under each adjective of 11 that tells "what kind." 



Exercise 50. P. E. 26. A. E % . 

1 teacli, time form of verbs. 

Explain that verbs change their spelling to show time. Use the following sentences to illus- 
trate: I see the bird now. I saw the bird yesterdaj'. 

I jump over the board now. I jumped over the board yesterdaj'. 

I raise my hand now. I raised my hand an hour ago. 

I open my eyes. I opened my eyes this morning. 

I close my eyes. I closed my eyes. 

I hear a sound. I heard a sound. 

Show that by changing the spelling of the verb we change from the pi-esent time to past time 
or from past time to present time. If the pupils have heretofore used the term "yesterday 
words" tell them that jou wish them to learn the terms present and past time, and that nearly 
all verbs have different forms to show present and past time. 

see, heard, tastes, touched, saw, hear, ran, speak, spoke, .sang, jump, climbed, climb, 
catches, caught, rode, ride, rides, sing, sung, walks, walk, walked. 

{a) Write a list of all the verbs in the present time (12). 



(ft) Write a list of all the verbs in the past time ( 11 ] 



(c) Nouns ending in s are usually in the number. 

{d) Verbs ending in s are always in the number. 

(e) Verbs ending in d or rd usually express action in the time. 



Exercise 51. P. E. 138. A. E. 



To drill upon prescnl and past time form of verbs. 

Oral — Analyze each sentence and call for part of speech of each word. Pay particular atten- 
tion to the number forms of all nouns, pronouns and verbs. In the case of nouns and verbs call 
for the spelling of the opposite number form. Ask for the time expressed by each verb and 
have it spelled in the past form if present, or in the present form if past. 

(67) 



Date , 191 

Principal Parts. 

"irsoit form. Past form. Past purticiple. 

see saw seen 

ea'; ate eaten 

STOW grew grown 

1. I now SL ' the misfalre in the exanii'h-. '2. You see the snow on the mountains. 3. He sees 

quite distinetl\ tlirough the new spectacles. 1. I saw him yesterday. 5. We saw her yesterday. 

6. She saw mv at school. 7. John sees it. 8. 'i'hey saw the moon through a telescope. 9. All 

rats eat cliees* . 10. The old rosebush grew over the wall. 11. We ate sandwiches for lunch. 

12. The lior.sv ate the leaves of the tree. 13. Tlie dog eats with the cat. 1-t. Tlmt ivy vine grows 

from tlie foot of the \val] 1o the roof of tlie hnuse. 15. This pretty flower grows hy the roadside. 

16. The dog ate the meat on a plate. 17. Piowers grow host in very rich soil. 18. Hungry 

wolves kill men. 

(a) Draw oue straight line under each vei'h which expresses action in the present time. 

(6) Draw two straight lines under each vrrh which is in the past time. 

(c) Draw one wavy line under each verb in the singular numlier. 

(d) Draw a dotted line under each verb in-the plural uumlier. 

(e) Draw a wavy line under each noun in tlie siii^ular numljer. 
(/') Draw a dotted line under each noun in the plural number. 

ig) Draw a wavy line under each pronoim in the singular number. 

(h) Draw a dotted line under each pronoun in the plural number. 

(i) Draw two wavy lines under each ad,jective. 

(,/') Draw three straight lines under each adverb. 

(k) Place parentheses around each prepositional i)hrase. 



Exercise 52. P. E. 41. A. E. 



To teach ihe means of ccprcfshni fiifiirc time. 

Explain that we have seen how- past and present time are I'xpressed by changes in the spelling 
of the verb; that there is one other kind of time — future time. Future time is shown, not by a 
change in speliiiig, but liy placing either sJiall or irill before the pi'esent form. Thus, I see, I 
shall see, they will see. (S7(cr7/. and will are really adverlis. but we shall call them "helpers" and 
treat them as part of the verb. 

Date , 191 

1. A large old ho\ise near the ci-eek recently burned. 2. Tliey laid down the heavy bundles 

near the bench. 3. IMauy boxes of fresh fniil will come from the country. 4. An iron fence 

extends around the crumbling castle. 

(OS) 



(a) (1) Burned shows action iu the time. (2) Laid shows action in the 

time. (3) Will come shows action in the time. (4) Extends 



shows action in the time. 

(&) In Sentence 4 the verb is extends and not extend because the subject, , 

is in the number and tlie verb must also be to agree with the 

subject. 

(c) Place all the prepositional phrases in parentheses and underline all the prepositions. 

{d) Write a list of all the adjectives (14). 



(e) In Sentence 1. is an adverb because it modifies the 

It tells the house burned. 



if) In Sentence 2, is an adverb because it modifies the 

It tells they laid the load. 



(g) What helpers are used to express future time of verbs? and 



Exercise 53. P. E. 137. A. E. % 

Oral — Analyze each sentence and have pupils give part of speech of each word by applying 
the proper language form. Ask for the number expressed by each noun, pronoun and verb. 
With the nouns and verbs call for the spelling of the opposite number as in the preceding lesson. 
Require pupils to give the time expressed by each verb. With verbs expressing future time 
emphasize the fact that shall is only used when the subject is the pronouns / or we. 

Date , 191 

1. She lives in that house with tlie tall chimneys. 2. The boy stood on tlie burning deck. 

3. This little girl will sing for us. 4. The teaclier will sit behind the desk. 5. We shall find 

those strawberries among some weeds on tlie liill. 6. Birds fly through the air. 7. Many 

pupils easily write well iu copybooks. 8. The copybooks of a few pupils show extreme care. 

9. Mary will play with the other children after supper. 10. They will come promptly at the 

appointed hour. 11. Tlie hives of these bees stand under the apple tree. 12. He will come 

witli us. 13. She asked for you. 14. We shall ride with them into tlie country. 1.5. They 

will return for it. 16. He hastened to her at the cry of danger. 17. I shall cjirry iiim from 

the burning building. 18. Tlie army escaped from the dangerous ambuscade with ver.y slight 

loss. 19. They will stop for lunch at the quaint hotel in the village. 20. The messenger will 

carry a letter from the general to the colonel. 

(69) 



(a) Draw one straight line under each verb expressing action in the future time. 

(6) Draw two straight lines under each verb expressing action in the present time. 

(c) Draw three straight lines under eacli verb in the past time. 

(d) Draw one wavy line under each noun and lu'ououn in the singular number. 

(e) Draw two wavy lines under eacli ikhui and in-onoun in the plural innuber. 
(/") Draw one line through, or cross out, each verb in the singular number. 

ig) Place parentheses around each verb in the pbiral number. 

(/() Draw one dotted line under each adjective. 

(«) Draw two dotted lines vinder each advci'b. 



Exercise 54. 1". E. 117. A. E.- 



To teach the ways of c.rpressing past tiiiir. 

Explain tliat past time is shown not oiil,\- by a, change in the spelling, but by certain helpers 
used with a tliird form of the verb. Thus, I saw tlie book, or I Jiavc seen the book; lie ate the 
apple, or lie tias calen the apple. Tell Ihe pupils that the lielpers used to express past time in 
this way are liave, lias, and liad, and that tlie third form of the verb that is used with these 
helpers is called th(> past participle. 

Date , 191 — 

1. I see the comet. L*. The boys .saw the comet. :!. The girls will sec the comet. 4. John 
sees the comet. 5. We shall see the couict. (i. Tlicy lunl seen the comet alread.y. 7. The boys 
have seen thi' comet. 8. John has seen the comet. 

(ff) Write all the verbs in the present time (2). 

(&) Write all the vcrlis in the past time with tln' licl]i(.'i's have, has or had (3). 



(c) Write the verbs in the past time that have no lielpers (11. 



(c/j Write all tlie vcrlis cxpi'cssing fiitui'c time (2j. 



(ej What is the in-esent form of se( .' . 

(/) What is the past form of see.' 

ig) What is tlic past partici])le rif .vrr/ 

ill.) Which of these thi'i'c I'oi'ins will alw.-iys lie used with the helpers haee. has, or liiul^ 



Explain that every vei'b has three ])arts oi- ditfcreiit forms of spelling. Exphiin that the first 

of these parts is known as the "Presi-nl roriii"; the second is the ''Past form"; and the third 

is the "Past Participle." All three of tliesc parts are called " l'riiici|)al Parts" of a verb. Do 

not require tlie following jirincipal jjarts to he memorized in this lesson, liiit allow pupils to refer 

to them when dealing with the verb forms containing the helpers havi . has and /((/(/ in the seu- 

tences of this ex(U'cis(>. 

(TO) 



Present form. Past form. Past participle. 

play played played 

study studied studied 

eat ate eaten 

brealc brolje broken 

sing sang sung 

raise raised raised 

stand stood stood 

write wrote written 

come came come 

Explain that in using the verb with the helpers have, had or has that it is always the third 

principal part, or the Past Participle of the verb that is used. 

Oral — Omit the anah'sis of the sentences of this exercise, and call only for the part of 

speech of those words that you think pupils will find difficult. Call for the time expressed by 

each verb, but omit calling for number of those verbs used with have, has or had for the present. 

Lay stress upon the fact that it is the third form of the verb that is used with the helpers in 

each ease. 

Date , 191 — 

1. Those boys have played ball. 2. Four girls have studied that book. 3. Many animals 

eat meat. 4. That boy has broken those windows. 5. Three small children had sung some 

songs. G. Those soldiers have raised an old tattered flag. 7. She lives in that house with the 

tall chimneys. 8. The boy had stood on the burning deck. 9. This little girl has sung for us. 

10. The teacher sat behind the desk. 11. We found those strawberries among some weeds on 

the hill. 12. Birds fly through tlie air. 13. Many pupils had written well in copybooks. 

14. The copybooks of a few pupils show extreme care. 15. Mary will play with the other 

children after supper. 16. We shall come promptly at the appointed hour. 

(a) Draw one straight line under each verb that expresses past time with Jtavc, lias and had. 
(6) Draw two lines under each verb that expresses past time without have, Ji.as and had. 
(o) Draw three .straight lines under each verb that expresses future time. 

(d) Draw one wavy line under each noun and pronoun in the singular numlier. 

(e) Draw two wavy lines under each noun and pronoun that is in the plural number. 
(/■) Place parentheses around each prepositional phrase. 

{g) Draw one dotted line under each adjective. 
(h) Draw two dotted lines under each adverb. 



Exercise 55. P. E. 23. A. E.- 



Date : , 191 — 

To drill upon time form of verbs. 

1. Weeds grow in the garden. 2. An oak ti-ee gre^v in the front yard. 3. An old man 
talked to us. 4. The polite boy kindly helped the blind man. 

(71) 



(a) Write all the vei'bs which are in the past time (3). 



{h) What verb is in the jd resent time? - 
(c) Write a list of all the adjectives (11). 



(d) Kindly is an adverb because it modifies the , — 

(f) Blind. (Sentence 4) is an . because it modifies the 



Write the present form of all \-erlis in the past time (8). 



Exercise 56. P. E. 119. A. E % 

To drill upon time forms of verbs . 

Oral — Analyze each sentence and call for part of speech of each word, using the proper 
language form. Require the time expressed by each verb to be given. Omit for the present 
the number of those verbs used with liave, has or had, but call for the number of all other verbs. 
Have pupils give the number of each noun and pronoun. 

Date , 191 

1. The horse eats the lump of sugar from the liand of the little girl. 2. You have cheer- 
fully done a great kindness. 3. A rosebush grew by the side of tlie gate. 4. It has grown 
vei-y rapidly. 5. She had suddenly gone to the city. 6. We went over the liill into a very 
pretty valley. 7. During the night the wind tore tlie yacht from the moorings. 8. I shall 
write the lettei-. 9. Those ripe apples liave fallen from the tree. 10. He will probably go for 
the mail at an early hour. 11. The puppy has seriously torn the dress of tlie little girl. 
12. The whistle promptly blew a shrill Itlast at the moment of the accident. 13. David has 
rung the bell. 14. A sudden gust of wind blew the sail from the mast. 15. A pistol shot 
rings out sharply in the still night. 16. That rope will surely l)reak under so severe a strain. 
17. Some seed fall by the wayside. IS. I did it. 19. You have done it. 

(a) Draw one straight line under each verb that expresses past time with Juivc, lias or had. 
(6) Draw two straight lines under each verb that expresses past time without have, has or liad. 
(f) Draw one wav.y line under each verb expressing present time. 

(d) Draw two wavy lines under each verb expressing future time. 

(e) Draw one dotted line under each ad.iective. 
(/') Draw two dotted lines under each advrrb. 

(72) 



ig) Place parentheses around each prepositional phrase. 

(h) Give the number of the verbs in the sentences numbered below, and tell why its number 
is singvilar or plural as the case may be. 

(I) The verb, eats, is singular because its subject, horse ^ jg singular 

(3) The verb, greiv, is , because its subject, , is 

(6) The verb, tvent, is , because its subject, , is 

(7) The verb, tore, is , because its subject, , is 

(II) The verb, blew, is , because its subject, , is 

(14) The verb, rings, is , because its subject, , is 

(16) The verb, fall, is , because its subject, , is 



Exercise 57. P. E. 114. A. E. 



% 

To drill upon verb forms. 

Oral — Analyze each sentence and call for the part of speech of each word. Have pupils give 
the time expressed by each verb. Require for the present only the number of those verbs which 
are not assisted by have, has or had. Ask for the number of all nouns and pronouns, and with 
the nouns require the spelling of the opposite number form. 

Date , 191 

1. The pencil lies behind the book. 2. The house stood among the trees. 3. The children 

have looked through the telescope. 4. We live near the church. 5. The pupils will arrive at 

school before noon. 6. The boys generally play ball after school. 7. A modest violet grew in 

the garden among the daisies. 8. The father has built a swing between two trees. 9. The 

tramp asked for food. 10. Swallows usually build nests under the eaves of houses. 11. The 

horse had run toward the barn. 12. Jack has gone up the hill. 13. The boat had floated 

noiselessly down the river. 14. The birds have flown above the hunters across the river. 

15. The rats had run under the bai'n. 

(a) Draw one straight line under each verb in the past time that is used with have, lias 
or had. 

(&) Draw two lines under each verb in the pa.st time that is not used with /(rav\ /(r/s or /(r/f/. 

(c) Draw three straight lines under each verb in the present time. 

(d) Draw one wavy line under each verb in the future time. 

(e) Draw one dotted line under each noun and pronoun in the singular number. 
(/) Draw two wavy lines under each noun and pronoun in the plural number. 
(g) Place parentheses around each prepositional phrase. 

(/i) Draw two dotted lines under each adjective, 
(i) Draw three dotted lines under each adverb. 

(73) 



(j) Give the uumber of the verbs in the numl)ered sentences below, and tell wliy its number 
is singular or plural by filling in the blanks. 

(1) The verb, lies, is because its subject, .is 

(4) The verb, live, is . because its subject, , is 

(6) The verb, 'piay. is , tiecause its subject, , is 

(10) The verb, hnild. is , lieeause its subject, .is 



Exercise 58. P. E. 49. A. E. . '/o- 

To ieaeh the use of hiis, Jiare and luid as fa iiitinber. 



Teach that had can be used with either a singular or plural subject. Has can only be used 
when the subject is singular, and liaee can be used when the subject is I or you or is plural. 
Thus, The boy has seen the comet; The 1>oys Itare seen the comet; or I have seen the comet; He 
had seen the comet: They had seen tlic (•(unct. 

Have the sentences analyzed orally. (,)nestion upon the time form and number of each 
predicate. Have the adverbs and adjectives found by means of the language forms. 

Date , 191 — 

1. The wind freciuently Ijlows fmni 1hc soiitli in winter. 2. The whistles blew promptly 

at noon. 3. The strong winds have blown off the church spire. 4. The school bell has rung 

for the dismi.ssal of the pupils. 5. The inonitors have rung the bell. 6. I shall ring the bell 

at the proper time. 

(a) Tell the number of each verb used in tlie above sentences by filling in the following 

blanks : 

(1) The verb, bhncs, is because its subject, , is 

(2) The verb, hlrir, is . l)ecaus(! its subject, , is 

(3) The verb, Jteive bleiirn. is , l)ecausc its subject, is 



(4) Tlie verl), has ninrj. is because its subject, , is 

(5) The verb, har( rnn;/, is , liccause its snl)ject, , is 

(6) The verb, sh(dl ring, is , Ijecause its subject, is 

(&) Tell the time; expressed by the verbs in file above sentences by filling in the following 

blanks : 

(1) Blows expresses action in tbi- time. 

(2) Blew expresses actinn in tiie time. 

(3) Have blown expresses action in the time. 

(4) Has mm/ expresses action in tlie time. 

(5) Have rung expresses action in tlie time. 

(6) iihedJ ring expresses action in the time. 

(c) Draw one straight line mider each adverb in tlie above sentences. 

{d) Draw two straight lines uiuler each adjective. 

(e) I'lace pai'cntheses around each |irei)osif ional phrase. 

(T4) 



Exercise 59. P. E. 89. A. E. % 

To drill upon have, has and had as to iwinihrr. 

Oral — Analyze each sentence and call for the part of speech of all adverbs and adjectives by 
using the proper language forms. Call for the number of each noun, pronoun and verb. 
Eeqnire pupils to give the time expressed bj' each verb. 

Date , 191 — 

1. That angry lion has broken the bars of the iron cage. 2. The bridegroom had bought a 

handsome watch for his bride. 3. Those children have played in the garden. 4. JMany negroes 

have eaten these ripe watermelons. 5. I have studied my arithmetic le.sson. 6. The herdsmen 

had driven the sheep into tlie shed before dark. 7. This baby has now worn lioles in the old 

shoes. 8. We have told her aljout it. 9. Some pupils have finished the examination. 10. That 

cackling hen has laid an egg. 

{a) Tell the number of each verli by tilling in the following blanks: 

(1) Has hrokcii is because its subject, , is 

(2) Had bought is because its subject, , is 

(3) Have played is because its subject, , is 

(4) Have eaten is liecause its subject, , is 

(5) Have studied is because its subject, is 

(6) Had driven is because its subject, is 

(7) Has worn is because its subject, , is 

(8) Have told is because its subject, is 

(9) Have finished is because its subject, is 

(10) Has laid' is because its subject, , is 

(&) Draw one straight line under each noun and pronoun that is in the singular number 

(c) Draw two straight lines under each noun and pronoun that is in the plural number. 

(d) Draw one wavy line under each adjective. 

(c) Place parentheses around each prepositioiuil phrase. 



Exercise 60. P. E. 39. A. E.. 



Date 191 — 

Principal Parts. 

To teaeh principal parts and lime forms. 

Present form. Past form. Past participle. 

blow blew blown 

ring rang rung 

1. The wind frequently blows from the south in winter. '2. The whistles blew in-om|)tly at 

noon. 3. The strong wind has blown off the church spire. 4. The school bell rang for the 

(75) 



dismissal of the pupils. 5. The monitor has runs' the bell. 6. I shall ring the bell at the 

proper time. 

(a) What form of the verb is used in Seulenee 1? 

(b) . What form of the verb is used in Sentence 2? 

((■) What form of the verb is used in Seuteuee 3? . 

(d) What form of the verb is used in Sentence 4? 

(c) What form of the verb is used in Sentence 5? 

(/■) What form of the verb is used in Sentence fi? 

(r/) We use lias and not have in Sentence 3 because the .subject is and the 

verb must also be to agree \\ith the subject. 

(/() We use lias and not hare in Sentence 5 because the subject is and the 

verb must also be to agree with the subject. 

(0 What time is expressed in Sentence C? 

(j) W^hat hel]iers express future time? and 

(k) What form of the verb is used without a helper? 



(l) When the helpers has. have and had are used what form of the verb must tie used? 



(w) The of the verb is always usi-d with one of 

the helpers has. have or had. 

(n) Underline all the prepositions and plaee iiareutheses around the ])repositional phrases, 
(o) Write a list of all the adjectives, omitting- fhe (4). 



ip) Write a list of all the adverbs (8). 



{(j) Wliat parts of speech are always modifiers? and 



Exercise 61. P. E. 39. A. E. ^c 

To teaeh jiriueipul parts. 

Teach the term "Principal Parts'" and have the pupils read the principal parts of the verbs 
of the lesson. Ask all of the questions assigned for seat worli of the present and preceding 
lesson. Have the language foi'ms nyijilied with all the adjectives and adverbs in the lesson. 

Date , 191 

1. We shall go with you to the city to iiKirrnw. 2. The painters had suddenly fallen from 
the high building. 3. He fell into the water by accident. 4. The waves broke over the dis- 
abled ship. 5. The ripe apples have fallen to the ground. 6. Yon will fall ujion that bard 
ground. 7. The boy has broken the window with a stone. 

(rt) What time is expressed by shall i/o? Which of the priuripal jiarts 

of the verb is used with sliall oi' trill to exjiress future time? 

(h) What time is expressed })y had falhn? Which form nf the verb is 

used with had to express past time? 

(76) 



(c) What time is expressed by fell? 
express past time without any helper? — 
of the verb ever used with a helper ? 



What form of the verb is used to 
Is the past form 



[d) What time is expressed by hroke? 

Is broke ever used with a helper? 



What form of the verb is broki 



(e) What time is expressed by have fallen ^ 
is used with have to express past time ? 



Wliich form of the verb 



(/') What time is expressed by 'will fall? 



What 



form of the verb is used with will to express future time? 
((/) What time is expressed by has brokeiil 



What 



form of the verb is used with has to express past time? ■ 

(h) The form of the verb is always used to express present time. 

(i) The form of the verb is always used with 

to express future time. 

(j) When no helpers are used the 

time. 



and 



(k) When have, has or liad are used as helpers the 

the verb is always used to express past time. 

(i) We use the past participle of the verb with 

to express ■ . time. 

(m) We use the helper has when the subject is 

is Have is also used wlieii the subject is 



form of the verb is used to express past 
of 



or 



-, and have when the subject 
or 1 



Exercise 62. 

To drill on principal parts. 

Assign the principal parts of the verbs of this exercise for memorizing. This may be given 

in the form of home work. 

Present form. Past form. Past participle. 

eat ate eaten 

grow grew grown 

ring rang rung 

blow blew blown 

fall fell fallen 

break broke broken 

tear tore torn 

write wrote written 

go went gone 

do did done 

begin began begun 

know knew known 

throw threw thrown 

fly flew flown 

draw drew drawn 



(77) 



J*nsriit form. 

climb 

come 

drink 

give 

lay 

lie 

lose 

ride 

mil 

set 

sit 

swim 

wear 



/'(/.v/ fiirui. 

climbed 

ciime 

drank 

gave 

laid 

lay 

lost 

rode 

ran 

set 

sat 

swam or swum 

wore 



J'dsl inirticiple. 

climbed 

come 

drnnk or drank 

given 

laid 

lain 

lost 

ridden 

run 

set 

sat 

swum 

•worn 



Exercise 63. 

To drill upon verb forms. 
J'rcxent form. 

blow 



P. E. 30. A. E.. 
Date 



Past form. 
blew 



-, 191- 



Past participle. 
blown 



ring rang rung 

break broke broken 

go went gone 

fall fell fallen 

1. We .shall go with yoii to the city to-morrow. 2. The i>ainters had suddenly fallen from 
the high building. 3. He fell into the water by accident. 4. The waves broke over the dis- 
abled ship. 5. The ripe apples have fallen to the ground. 6. You will fall upon that hard 
ground. 

(a) Write the predicate of each sentence and the time it expresses (G). 



(b) Write each verli form and after it write which of the tlirce princi])al parts of the verb 
it is (6). 



(78) 



(c) Place all the prepositional phrases in parentheses and nnderline all the prepositions. 

(d) In Sentence 5 the verb is have fallen and not has fallen because the subject is 

and the verb must also be to agree with the subject. 

(e) Memorize the principal parts of the verbs given at the beginning of this exercise. 



Exercise 64. P. E. 65. A. E. 

To drill upon verb forms. 



Proceed as in the preceding lesson. Have pupils recite the principal parts memorized in the 
preceding lesson, or have them write tliem at the board. 

Date , 191 

1. The boy has broken the window with a stone. 2. That boy wrote the composition after 
school. 3. She has written three letters during the day to friends at home. 4. I shall write 
all the letters before dinner time. 5. She will tear the dress upon that nail. 6. The dog 
has broken the chain. 7. The violent gale tore the sail into strips. 8. We went through the 
tunnel at night. 9. He had gone before the arrival of the visitors. 10. Who goes there? 
11. The monkey does that trick quite often. 12. He did it yesterday. 13. We have finally 
done the work without difficiilty. 

Principal Parts. 
Present form. Past form. Past participle. 

write wrote written 

tear tore torn 

do did done 

(a) Write all the verb forms and after each write which of the thi'ee principal parts it is (13). 



(79) 



(&) Write all the predicates whieli are used with helpers and after each write the time 
expressed (7). 



(c) What helpers express future time 

(d) What helpers express past time? 

(e) What foi'Bi never has helpers? — 



and 



and 



(/■) What form is never nsed except with helpers? 

(g) Underline all the prepositions and place the phrase in parentheses. 
(/() Write a list of all the adjectives, omitting the (6). 



(,;') Memorize the principal parts given. 





(0 Write a list of all the adverlis (5). 





Exercise 65. P. K. S7. A. E 

Date 

To drill upon time and, vvmocr forms of verbs. 

Insert the verbs in the following sentences, expressing time a.s asked for 
1. {See — present time.) He ns. 



2. (»S'rf — past time without lielper.) She 

3. (Sec — future time.) AVe 

4. {See — future time.) Those cliildi'eu — 

5. {See — past time with have.) They — 



191- 



6. {See — past time with had.) Many hunters 

7. (Sec — pa.st time with has.) i\Iary 



them yesterday. 
- you to-morrow. 

you next week. 

this show. 

the bear. 



S. (Uine] — past time with helper.) The leacher 

i). (Stud It — present time.) Henry his lessons. 

10. {EdI — future lime.) Those mice 

11. (It'uu — present time. ) Strong boys 



the president. 
the bell. 



this cheese. 



races. 



(SO) 



12. {Write — past time with helper.) I 

13. {Tear — past time without helper.) Susan 

14. {Enow — past time with helper.) We 



the letters. 



15. {Drink — future time.) The working men 

16. {Siviui — future time.) I 



her dress. 

that for a long time. 

the coffee. 

— across the river. 
a pretty picture. 



home, 
well. 



17. {Draw — past time with has.) KoUin 

18. {Go — past time with had.) They 

19. {Do — past time with have.) You 

20. {Fly — present time.) Douglas a very large kite. 

{a) Draw one line under each ad.jective in the above sentences. 

(6) Draw two straight lines under each adverb. 

(c) Write one wavy line under each noun and pronoun in the singular number. 

{d) Write two wavy lines under each noun and pronoun in the plural number. 



Exercise 66. 

Cumulative lieview Test. 

1. The three principal parts of the verb are the 
and the . 



P. E. 82. A. E.- 
Date 



form. 



-, 191 

— form 



2. Ha^, have, and had are never used except with which form of the verb ? 



3. Which form of the verb is never used with helpers? 

4. Shall and will are helpers used to express 



time. 



5. A subject in the singular number is always followed by a predicate in the 

number. 

6. A plural predicate always follows a subject in the number. 

7. Draw one line under each of the following verbs that must be used with a singular .subject 
and two lines under each verb that must be used with a plural subject: blows, ring, blow, ring, 
has blown, have rung, break, breaks, go, has, broken, have gone, goes, falls, have fallen, fall. 

8. A noun usually forms its plural by adding to the singular. 

9. When a noun ends in s it is usually , and when a verb ends in s the verb 

is always 

10. The pronouns /, *'/, he, >nc, her, Itiin and she are in the number. The 



pronouns them, they, ive and us are in the 



number. 



11. The plural form of the verb is always used with plural subjects, and also with the two 
singular subjects, and 

12. Draw one line under the following adjectives that tell "how many'' and two lines under 
those that "point out": this, a, many, the, some, an, those, that, every, all, any, no, few, these. 

13. We express present time by using the form of the verb without 



(J — BUL 15 



(81) 



1-t. We express past tiiiii' hy usin.s' the form nf the verb without, ;i helper, or 

by usinu' the of the verb with the helpers 

and . 



lii. We express future time b_\- usiiii; the form of tlic verb with the lielpers 

and . 



K). In ex])ressing future time we iisi- the lielper sliall only when the subject is . 
or "With all otlier snlijeets in future time we use the helper 



17. In expressing' past time witliout the helpers we use /;a\ with a sub.iect in the . 



number unless the subjeet is or If the subject is / or you we 

use the iibiral helper. 

18. Ill expressing' ;)ast time witli the helpers we use the lielper hare with all subjects in the 
numlier. and also with the two singtdar subjects and 



1!). Win sliiiJ}/ expresses time. lias .s7/((//m/ expresses time. 

»?/i/f7/fs expresses ^ time. ,s7»^/.v expresses time. Ifavf studied 

expresse.s time. Had sliidied expresses time. 

20. We us(! the past participle of the verb with the helpers , 

and to e.Npress time. 

-^. What form of the \-ei'li never h;is lieljiers.' . 

'22. What torm of the verb is never used exci'pt with helpers? 



Exercise 67. P. E. o8. A. E.. 



. /o 

lei ieeieli Ihe faniis of tlie verb he and In iiil rod iiee the atlrihitte cotnjiicment. 

Explain to the pupils that you are going to teach them a word which is called a verb, though 
it does not express action. Show the foni' forms of the iireseut and the two of the past, telling- 
them that am is nevei' used excejil when / is its subject. Say that he is rarely used except when 
i/o)f is its subject, and illustrate hy the fourth sentence. Teach that ai'e is used with plural sub- 
jects and also with ,'/"/'. and liiat /\ is the singular form of ro7 and is used in the singular except 
with / and ijott. In teaching the use of was and a'ere say that these two foi-ms are used to express 
past time; that a'erv is used in tiie iilui'al and with //(/(/ in the sini;ul-ii'. n'(/,s- is used in the 
singular anil, contrary to othei' forms, with / als<i. 

Analyze the sentences Iml do not diaeraiii. Tell pupils that the eeniplemcnt after any form 
of the verb he (am, he, is, an . auts. in ri oi- hi in) is called the attribute complement. The com- 
plements [D'eviously sfnibed have heeii oliject complements. (Question closely upon the time and 
lUunbiM' expi'cssed by each |ii'i'die:iti'. 

Date 191 . 

I'rinchwl Parts. 
Present f 01 III. Past form. Past participle. 

be, am, is and are was and were been 

1. i\Iany men are good citizens. '_'. The bird is a .sweet sineiT. o. I am a f<n'eigner. 
4. You be a good l.ioy now. "i. This lio_\' \vas across the I'iver. (i. Fi'ogs were once tadpoles. 
7. Some ]ini:)ils liad been in the eit.\' during the holidays. 

(8-J) 



(a) Write tlie predicate in the tirst column, wliicli of the three forms of the verh in the 
second, and tlie number of the verb in tlie third column in the following- form (7). 
verb form of verb i number 































{h) Write a list of all the adjectives, omitting the (9). 




(c) Write all the adverbs (2). 



(d) Underline all prepositions and place the phrases in parentheses. 

(e) Memorize the principal parts of the verb be. 

Write the following forms upon the board. Point to each and have individuals promptly tell 
which of the principal parts it is, thus: "fell, past form, never with a helper"; "blow, present 
form"" ; "broken, past participle, always with some lielper. " Fell, do, blow, am, brolcen, was, 
rung, wrote, go, seen, saw, torn, is, blown, fallen, ring, did, break, tore, be, went, write, fall, 
are, go, done, blew, gone, were, broke, tear, written, been. 

Write the following forms on the board and have the number of each given : eat, grows, 
ring, has been, blow, falls, breaks, have been, tear, writes, goes, does, are, has eaten, have grown, 
be, had rung, have blown, is, has fallen, has broken, tears, write, were, has gone, have done, 
eats, was, grow, rings, blows, am, fall, break. 

Have pupils tell the time expressed by the following: gave, has ridden, shall run, have 
swtun, is, were, am, was, has been. had. l:)een. have been, lose, come, knows, had thrown, shall be, 
has broken, will be. 



Exercise 68. 



P. E. 60. A. B.- 

Date 



To drill upon time and namber forms of the verb be. 

(a) Insert the proper form of' the verb, be, in the blanks below: 

1. {Be — present time.) I fourteen years of age. 

2. {Be — present time.) You . . a good boy. 

3. (Be — present time.) He a good teacher. 



191 



4. {Be — present time.) We — 

5. {Be — present time.) They 

6. {Be — present time.) John 



pupils of the Lincoln school. 

— baseball players of the San Francisco team. 

— a sign painter. 



(83) 



7. (Be — present time.) The man 

S. (Be — present time.) Those children 

9. (5c— future time.) I 

10. (Be— future time.) He 

11. (Be — future time.) You 

12. (ZJe- future time.) We 

13. (Be— future time.) They 

14. [Be — future time.) Jlary 



a fine workman. 
brigiit pupils. 



15. (He — future time.) Many pupils 
ing the spring vacation. 

16. (Be — past time without helper.) I 



17. (Be — past time without helper.) You 

18. (Be — past time without helper.) He 

19. (Be — past time without helper.) William — 

20. (Be — past time without helper. "i We 

21. (Be — past time without helper.) They 

22. (Be — pa.st time without helper.) Those girls 

23. (Be— past time with have.) I 



24. (Be — past time with have.) You 

2.5. (Be — })ast time with has.) He 

26. (Be — past time with has.) Robert 

27. (Be — past time with have.) We — 

28. (Be— past time with have.) They 

29. (Be — past time with had.) Charles 

30. (Be- past time witli had.) We 



a doctor. 

a good boy to-morrow. 

an excellent singer. 



at home to-morrow. 

— here at noon. 

— in New York soon. 
in the countrv dur- 



late to school yesterday. 

— there. 

— not in school to-day. 
the star of tlie game. 



at the theater. 

— here at ten o'clock. 
here on time. 

sick. 

there before. 



at school. 

— a good boy. 



in Oakland. 

— there. 

— sick for a long time. 



31. (Be — past time with had.) Those men . 

the day. 

(b) In Sentence 3, we use is because its subject, 

verb nnist also lie — . to agree with its subject. 

(c) In Sentence 4, we use are because its subject, 

verli must also be 

(d) In Sentence 18, we use ivas because its subject, 

the verb must also be 

(f) In Sentence 22, we use icere because Ihe subject. — 
and the verb must also be . 

(/') In Sentence 25, we use has been because its subject, . 
and the verb must also be 



quiet for an hour. 
at work during 



is 



IS- 



and the 



and the 



IS 



and 



rs4> 



{g) In Sentence 27, we iTse have been because its subject, 

and the verb must also be 

(/i) Be, is, am, was and has been are the 



IS . 



number forms of the verb, 



(«') Are, were, and liave been are the 



number forms of the verb. 



{j) We express present time with the verb be by using 

ject, and with a plural subject. When the subject is / we always use 



with a singular sub- 



in the present time. When the subject is you we always use ■ 



in the present time. 



(k) In expressing past time with the verb be, without helpers, we always use 

with a singular subject, and with a plural subject. We also use 

in the past time when the subject is I. 



P. E. 40. A. E.. 



Exercise 69. 

To revieiv principal parts. 

{a) Send the pupils to the board and have them make the column headings for the principal 
parts ; dictate all verbs in the present that have been studied, and have them fill out the past form 
and past participle. This exercise may be given at the seats upon loose paper in.stead of at board. 



Date- 



191- 



(6) Show how to diagram attribute complements. — 
1. We shall be in San Francisco ou Tliursday. 

3. Some girls will be here soon. 

boys were at the party. 



2. I have been on the playground. 
4. That hen has been in the garden again. 5. Some large 



(a) Select tlie verb form from the above and fill in the following form (5) : 



verb 



present form 



past form 



past participle 



2. 



4. 
5. 



(b) Underline all prepositions and place the phrases in parentheses. 

(c) (See Sentence 3.) (S^otoc modifies the ■, 

is an . Here modifies the , 



an 



jS'oo)( modifies the 



{d) (See Sentence 4.) Again modifies the 

again is an 

(e) (See Sentence 5.) Sonic and large modify the 
Therefore, some and large are '-. 

if) (See Sentence 4.) The subject, lien, is in the — 
predicate, , must be 

(g) (See Sentence 5.) The subject, boys, is in the — 



Therefore, some 

-. Therefore, liere is 
Therefore, soon is an 



Therefore, 



number. Therefore, the 
number. Therefore, the 



predicate, 



-, must be 



and not 



(S5) 



Exercise 70. P. E. (il. A. E '/, 

To icach the use of adjectives as atlril)iit< cdiiiploiuiits. 

Teach that adjectives, just as nouns, may be used as attrihiile {•oinplements. hut never as o1)jeet 
complements. Ilhisfrate fi'cim the seiilcnces: 

Date 191 

1. I am sh?epy. 2. Those eats are watchful. IJ. The tiuer has been noisy, 4, The lion 
had been quiet for a loni;' time. 5. Tlie flowers Avill lie beautiful in spriustime., (i. The sick 
child is better. 

(a) Diagram Sentences 1, 2, :{, and (i. 



(h) Arrange the following verbs in their pi-ii|)cT rolunui in thr blank furm bchiw and under- 
line: were. gone, fell, was, torn, wrote fidlm, wrnt. is. break, gi), blew, broken, am. rang, fallen, 
be, blown, break (19). 



Present form 


Past form 


Past participle 






















































































! 
















1 



{c) Eill out the blank- simccs ahove. 



(S{!) 



Exercise 71. P. E. 96. A. E. 



Date , 191 — 

To drill upon the attribute complement. 

1. I am happ.y. 2. He was Imugry. 3. We shall be fortunate. 4. They are sad. 5. He 
will be successful. 6. She was sick. 7. We were happy. 8. He is earnest. 9. They were 
very talkative. 10. You are right. 11. He was cold. 12. We are warm. 1.3. Ton were 
tardy. 14. We have been prompt. 15. The violet is blue. 16. The soldiers were brave. 
17. I am here. • 18. The water was cold. 19. The bird is timid. 20. The fruit will be ripe. 
21. You will be successful. 22. The rose is red. 23. The child was cheerful. 24. The road 
has been very muddy for several days. 25. The children were happy. 26. The flower is 
beautiful. 27. The day was cloudy. 28. The grapes were sour. 29. We are happy. 

(a) Draw one straight line under each attribute complement. 

(6) Draw two straight lines under each verb in the present time. 

(c) Draw one wavy line under each verb expressing jjast time. 

(d) Draw two wavy lines under each verb expressing future time. 

(e) Place a single dotted line under each singular verb. 
(/') Place two dotted lines under each plural verb. 



Exercise 72. P. E. 27. A. E. 

To teach the proiwun. as a complement. 



Explain that the subject pronouns /. Itc, site, we, and thcij are either used as the subject or 
the attribute complement of the sentence. They are never used as object complements. Teach 
that me, him, her, us and them. are. always used as object complements and never as subjects 
or attribute complements. Hlustrate from the following sentences: 

Date 191 — 

1. It is I. 2. It chased me. 3. I saw him. 4. We told them. 5. It was he. 6. It 
was she. 7. She told her the story. 8. We often speak of her. 9. It was we. 10. It is they. 
11. I told them. 

(a) Di'aw one line under all pronouns used as attrilnite complements and subjects. 

(b) Draw two lines under all pronouns used as object complements. 

(c) In what two places in the sentence are the following pronouns used: /, lie. she, ttietj. and 

ivef and 

(d) In what place in the sentence are the following pronouns used: dk . him. Iter, us and 

them? . 

(e) What kind of a complement always follows any form of the verb /*(.'' 



Exercise 73. P. E. 39. xV. E ',: 

Date 191 

To drill upon attribute complements. 

Present form. Past form. Vast participle, 

be. is, am and arc was and were been 

1. The cow is dead. 2. You be quiet. 3. I am ready. 4. We are cold. 5. He was sick. 

6. The trains were late. 7. The sick man has been here. 8. The postman had been home. 
9. The children have been good. 

(ST) 



ia) Draw one line under all predicates which express present time. 

{h) Draw two lines under all predicates which express past time without helpers. 

(c) Write parentheses around all predicates which expre.ss past time with helpers. 

{d) Wliat are the helpers which, with the past participle, express past time? 

and . 



(e) Memorize the principal parts of the verb he. 

if) Write one line under the following- forms of the verb be which can be used with singular 
subjects, and write two lines under tliose that are used with plural sub.jects: ivas. arc, am, ivere, 
is, he. 

((/) Attribute complements always either modify or name the . 

(h) Be, iva.s, eun, is, are, were, have heen, has been, had heen, shall he or iviU he are never 

followed by complements, but if there is a complement it must be an 

complement. 

(») Draw one line under the singular verbs and two under the plural verbs: sees, is, were, 
see, has been, are, was, have been, grows, am. 

ij) The helpers which show future time arc and . 

(k) The helpers which always sliow past time are , and 



(I) The form of the verb is never used with helpers. 

(m) The only foi'm of the verb that is ever iised with the helpers lias, have and had is the 



(x) Draw one wavy line under each altributc c(im]ilement in this lesson. 



Exercise 74. P. E. 26. A. E % . 

To e.vplain thai attrihuie complemcDts tell about or modify the subject. 

Illustrate by Sentences 1 and 6. Show that the attribute complements in these cases really 
modify the subjects, while the object complements do not. 

Date , 191 

1. The rose is red. 2. A red rose grows in tlie garden. 3. The cat ate the mouse. 4. The 

little girl has drawn a picture upon the pajjcr. 5. The bird has flown over tlie house. 6. The 
green grapes were sour. 7. The boy lias thrown the ball over the fence. 
(«) Diagram Sentences 1, 3 and 6. 



(&) Underline all the adjectives. 

(c) In Sentence 1. we use the number of the verb. , because 



the subject. , is . 



(8S) 



Exercise 75. 



P. E. 124. A. E. 



%• 



Date- 



191- 



To drill upon attribute and object complements. 

1. That pupil laid the book upon the table. 2. The pioneer has built an old log house for a 
home. 3. I am happy. 4. Jones is captain of the ship. 5. He will be successful. 6. Violets 
are blue. 7. We found the ball there in the grass. 8. It is I. 9. It was they. 10. We have 
been warm. 11. The deer has climbed the side of the hill. 12. The woodchopper will cut down 
that tree. 13. The fruit will soon be ripe. 14. Henry will be our next class president. 
15. The road has been very muddy for several days. 16. The American soldiers were brave. 
17. Allen has been absent for two days. 18. I shall be ready in ten minutes. 19. John told 
me about her yesterday. 20. She has spoken to me about them. 

(a) Draw one straight line under each attribute complement. 

(&) Draw two straight lines under each complement not an attribute. 

(c) Draw one wavy line under each verb that expresses past time with a helper. 

{d) Draw two wavy lines under each verb that expresses past time without a helper. 

(e) Draw three wavy lines under each verb that expresses future time. 

(/) Draw one dotted line under each noon and pronoun in the singular number. 

(gf) Draw two dotted lines under each noun and pronoun in the plural number. 

{h) Write a list of all the adjectives, including those attribute complements that modify the 
subject (22). 



(t) Write a list of all the adverbs found in the sentences of this exercise (5). 



{j) Place parentheses around each prepositional phrase. 



Exercise 76. 






P. 


E. 


24. A. 


E. 


. % 





To review all verb forms 


introduced. 


Principal P 


.\RTS. 


Date— 




, 


191— 


Present form: 

eat 




Past form. 
ate 










Past pflrticiple. 

eaten 




grow 




grew 










grown 




know 




knew 










known 




throw 




threw 










thrown 




fl.V 




flew 










flown 




draw 




drew 










drawn 





(80) 



1. We had already eateu breakfast. 2. The kiiiu' was in the eouiitiiig house. 3. The hungry 
cows ate green grass. 4. The days will be shorler in Deeeml)er. 5. The older piipiLs knew the 
life of Lincoln. 6. The house was now old. 

(a) Write the i)rincipal parts of all the verbs used as predicates (C). 



Present 



Past 



Past participle 



{b) Di'aw oiie line under earh attrilmtc i-oiii|ilciiii'iit. 

((■) Di'aw I wo lines under eaeli object coniiilrmciit. 

((I) Place iiari'ntlieses around tlic adverbs. 

(c) Learn the |irinci|i,'d jiai'ts of tlir vci-bs '/wrw at the lieginning of this exercise. 



Exercise 77. 



I*. E. 162. A. E.- 

Date 



-. 191- 



Ti) (In/I II [Ki}) nil ri rh forms sliidird. 

Oral — Analyze each sentence and a|)]ily la iiirua '.;■<' foians to adjectives aiul adverbs. Have 
pupils give llie verl). its liuic and number. Call for the number of all nouns. 

1. The eiiildren iiave been in Ihe garden. 2. The butcher lias l)ought four beeves. 3. The 
kind fairies built some beautiful air castle. 4. The negroes brought knives. f). The herdsman 
has driven the o.xen over the liill into tlie next valley. f!. The shephei'ds have found two young 
sheep. 7. Three deer will swim neross llie river. S. The old flag will still be in the breeze. 
9. The baby lias worn holes in the shoes. ](). In the valleys of California the farmers grow 
many kinds of fruit. 11. The fei/t of ('liinese women are very small. 12. The mice ate the 
cheese. Li. The hnntei-s ha\e eiit small branches. 14. Kirds li:i\e no tci-lh. 15. The icicles 
hung downward. l(i. The deer liavi' had little. 17. I shall drink three spoonfuls of this medi- 
cine, is. The fariiiei's in cold countries put |ii)tatoes into cellars during the winter. 

ia) Sehx't the x'erbs I'l-om the iibove sentences. I'ldl tile time expressed by each and whether 
it is singular or plural by tilling in the following colinnns (IS). 



Verb 


Time expressed 


Number 




















. 































lilO) 



Verb 


Time expressed 


Number 




























































■ 



(b) In Sentence 1, whieli of the principal parts of /*(' is nsed with liave^ 



(c) In Sentence 4. which of the principal pai'ts of hying is nsed without a helper to express 

past time? 

id) In Sentence 7, which of the principal parts of the verti sif'nii is used with will to express 
future time? 

{(:) In Sentence 1(1. whicli of the princiiial pai'ts of the verb (jrow is used to express present 

time? 

(/') In Sentence 14, which of the ])riiici]ial parts of have is nsed to express present time? 

Tlie present form of liavf is ; the past form is ; 



and the past participle is 

ig) Place parentheses around each prepositional phrase. 

(/() Draw one straight line under each ad.jective. 

(j) Draw two straight lines uiuler each adverb. 

(j) Draw one wavy line luider each noun in the singular number. 

{I;) Draw two wavy lines under each noun in the ])lui'al munlier. 



Exercise 78. 

Cuiuulntivc Review Test. 

1. Attribute complements always follow tlie verl 
plements never follow the verb be. 



P. E. 96. A. E.- 
Date 



but 



2. The three pm-tn of s])eech that may be used as an attribute complement are 
and . 



3. The jiarts of speech which can be used as object comjilements are 



4. The sub,iect pronouns. /, he, sJte. we and Ihetj ma.v also be used as - 
plements, but cau never be used as complements. 

5. The ob.ject pronouns, me, him, Ik r. «.>; and Ihem are always used as 
plements. and can never be used as complements. 

(91) 



191 



and 



com- 



6. Tlie three principal parts of any verb are tlie form, form, 

and the . 

7. The present forms of the verb hr are . , 



and . The past forms are and . The past 

participle is 

S. In expressing present time with any verb we always use tln' form, 

9. In expressinii' past time we either nse llie form of the verb withont 

helpers, or the with the helpers . 

and 

1(1. In expressing future 1inic with any verb we always use the form with 

the helpers and . 

11. Draw one line under each of the following verbs that is in the singular number and two 
lines under each verb tliat is in the ])lural luuiibei-: sees, are, is, were, have seen, am. be, was, has 
been . 

12. If a subject is in the singidar number ils predicate nuist be in the num- 
ber. If a subject is in the phiral niiuibcr its predicate must be in the number. 

13. A noun which ends in .s is usuallv . and a vci'b that en<1s in .< is alwavs 



14. Draw one line under each of the folldwing verbs that expresses past time: studied, worked, 
see, is, were, has lieen, \vas, have gcme, had been, be, am. go, runs, shall be, are, -will go, will be. liave 
been, went, lost. 

15. Draw two lines under each verb of 14 that expresses present time. 

16. Draw three lines under each verb of 14 that expresses future time. 

17. Ad.jectives modify 

IS. Adverbs jnoilify . 

til. Draw one line under tlie tollowing woi-ds that are pre]iosit ions : behind, these, that, they, 
amiuig, over, through, here, there, across, some, many, in, at, toward, an. a. the. evei-y. ni'ar, all. 
befoi'c, few, her. tlieni. between, above, nndei-. no. on. in, \)y. at. to. run. see. 

2(1. Draw two lilies under each woi'd of !!• that may be used as an ad.ji'etivc. 



Exercise 79. P. E. 5"). A. E. 



J'o tciuli tlitit triii'ds iiiihIi I iji iiij adjiiliris mnl ullur iiijn rhs art also iidrirhs. 

Tell the class that >'oii ai'e going to tell them sometliinu- new about adverbs; that words are 
adverbs not only when the.v modif.\- verbs, but also when flwy modify adjectives or other adverbs. 
Illustrate by the sentences of the exercise. 

Tell them that in the earlier woi-k tln'v round that adverbs modified verbs by telling lioir, 
wJun and ulu r< . "When a(lvei'l)s modii'v adjectives and other adverbs, however, the adverb always 
modifies liy telling //(>((' only. .\s a de\ice in findine the adverb which modifies the adjective or 
adverb, suggest that the i)U|)ii liist lind the ad.jeetive or the adverb (which modifies the verb) 
and liave them prefix lane to form a i|nestioii. The answer to this ((ucstion will be the adverli 
modifying the given adjective or aih'ci'b. After (iudini;- the .advei'b in this way have the language 
form given. Illusti'ation ; In the si'iileiice "Thi' aiijile is very sweet" the adjective is swrrt. 
How sweet? Vir/i. Then apply the languai;c form to (■(///. In the sentence ''The boys ran 
\'ei-v ipiick'ly" i/iii(l,-lii is the adverb. How (puckl}'? Y'l'ii. Then a]>ply the lauuiiage form. 

(<)2} 



Date , 191 — . 

1. The apple is very sweet. 2. The boys ran very quickly. 3. Very careful pupils will 
seldom make blots. 4. I have never read a more interesting book. 5. The water is quite hot. 

(1) Very modifies the , Therefore, very is an 

(2) Ean is a predicate. Who ran? Therefore, is the 

subject. Boys ran wluitf There is no answer, therefore there is no Quickly 

modifies the , Therefore, quickly is an It 

tells the boys Very modifies the , 

Therefore, very is an 

(3) Careful modifies the , Therefore, careful is an 

Very modifies the , Therefore, very is an 



(4) Never modifies the . . Therefore, never is an 

Interesting modifies the , Therefove, interesting is an 

3Iore modifies the — • , Therefore, more is an 

(5) What word describes or modifies water''. Therefore, 

is an Qnite modifies the , Tlierefore, gn-ite is 

an 

(b) In Sentence 1, the verb, , expresses action in the time, 

and is in the numljer. 

(c) In Sentence 2, the verb. , expresses action in the time. 

and is in the number. 

{(I) In Sentence 3. the verb, , expresses action in the time, 

and is in the number. 

■ (e) In Sentence 4, the verb, , expresses action in the time, 

and is in the ninnber. 

(/■) In Sentence 5, the verb, . expresses action in tlie time, 

and is in the number. 

• (g) In Sentences 1 and 5, sweet and tiot are complements because they 

follow the verb 

(h) In Sentences 3 and 4. blots and bm/l,- are complements because they do 

not follow the verb 



Exercise 80. P. E. 127. A. E '}c 

To drill upon adverbs modifying adjectives and other adverbs. 

Analyze orally the sentences given to pupils in their exercise books, requiring the languag 
forms for predicates, subjects, complements, verbs, and nouns. Diagram some of the sentences, 
showing how adverbs may be represented as modifying other adverbs and adjectives. 

Date 191 — 

1. Some hunters very often miss ea.sy shots. 2. The visitor came too early. 3. I play very 

(luietlv 4 This machinery now runs quite easily. 5. The south wind almost always brings a 
' • • (93) 



■e 



rain. (i. The soldier eseaped quite remarkably. 7. They now visit u.s quite freqiiently. 8. A 
lazy horse very seldom runs away. 9. We heard her (|uite di.stinctly. 10. The_\- walked too fast. 

((/) Find the part of speech of the words indicated liy filling in the blanks. 

(1) Some hunters very often miss easy shots. 

Hiditcrx is a Therefore. Imiilcff^ is a 

Home modifies the . . Therefore, xainc is an 

.17/.s',s' Thei'efoi'e. ini>is is a 



Ofli II modifies the . . Therefore, ofli n is an 

V( rji modifies the Therefore, rrry is an — 

,s7(o/.s- . Therefore, shots is a 

Easy modifies the , Therefore, easy is an — 



(2) The visitor came too early. 

Cniiii . Therefore, vamr is a . 

Early modifies the , . Therefore, cniiy is an 

Too modities the , ; . Therefore, too is an 

(3) I play very quietly. 

Qiiiilljl modities the Therefore, y»/W?// is an 

Viry modifies the Therefore, err// is au 

(-1:) This maeliinery now runs quite easily. 

Miiilii III ry Therefore, iiiaihiiii ry is a 

Tliis modifies the , Therefore, this is an 

h'liiis Therefoi'e. runs is a . 

Xiiir modifies the . Therefore, iimr is an 

Easily modifies the , Therefore, iiisilii is an — 

(i/iiih modifies the . Therefore. 7»//r is an 

[ .'i ) Jie now snfl:ers very little pain. 

Diaui'am : 



Xoir tells irhiii lie suffers. Thei'cforc. nmr modifies the vcrli siifftrs and nuist be an 



Litlli tells how nuieli pain. Therefore, /)'///' ijiodifies a noun {I'ain} and consequently it 
must lie an 

\'< ry modifies titlli \t\ telliuL;- Iioiv litttr. and .since littli is an , very nmst be 

an 



Adverbs modify , 

(6) Too liasty peopli' fref|uenfly apolog'ize. 

Diaui-ani: 



anil 



Hasty modifies the '■■ . Therefore, hasty is an 

yV«) modifies the , Therefoi'e, ton is an 



Fn ([III iillil modifirs the . . Therefore, />((/»(/)//(/ is an . 



(7) She now enjoys nnidi l)etter liealtli. 
Diagram : — 



Xow modifies the . Therefore, iioir is an 



Better modifies the , Therefore, hdfcr is an 

Minli modifies the , Therefore, much is an 

Write a list of all the pronouns found in Sentences 1 tn 10 (6). 



(&) Draw one line under each singular verb and two lines under each plural verb in the sen- 
tences of this exercise. 

(c) Draw one wavy line under each singular noun or pronoun and two wavy lines under 
each plural noun or pronoun. 



Exercise 81. P. E. 200. A. E. 

To review adverbs, adjectives, and pronouns. 



For oral recitation, give complete analysis of each sentence, with special cpiestionini;' upon all 
parts of speech and upon what each expresses. 

Date ; , 191 

1. He once owned a very large grizzly bear. 2. She stood there. 3. They urged us quite 
persistently. 4. I hardly believe it. 5. He recognized me innnediately. G. The wolves con- 
tinually drew nearer. 7. They lifted him gently, i 8. This savage dog barked angrily. 
9. These olives grew here. 10. That book contains many very interesting stories. 11. Those 
boats require especially strong oars. 12, No man evei- escaped death. 1.'!. Every star shone 
brightl.y. 14. We saw her distinctly. 15. Stmie schools never have a spring vacation. 1(5. The 
poor man accepted any assistance gratefully. 17. The Hames burst forth instnntl.v. IS. Few 
plants endure continual shade. 19. Some lands receive too much rain. 20. All rivers flow 
downward. 

(a) Underline all the adverbs. 

(b) Write a list of all adverbs modifying verbs (18). 



(d) Write two lines under all ad.jectives. 

(95) 



(e) Write a list of all adverbs mndifyinu' ailjeetives (4). 



(/') Write a list of all adverbs modifying- adverbs (2). 



(g) Draw nue wavy line under each singular verb and two wavy lines under each plural verb. 
(/() Draw two straight lines under each verb in the present time. 
(/') Draw one dotted line under each verb in the past time. 

(i) Adverbs may modify , or other . 

(b) Adjectives can not modify . Adjectives can modify 



(l) An attribute complement may be a , or - 

An eomi)lemeut can not be an adjective. 

(hi) Shall and ivill are used to show time. 

()() lias., have and liad are helpers which are never used except with the . 



(o) The past forms, ((■<;.■>•, vcn . ilid, ah, sate, etc.. can never be used with the helpers 



ip) We can not say "I have saw" because .w/r is the form and the 

form is never used with a helper. We must use the 

with the helper. Therefore, the sentence should be "I have . " 

{(j) The past participle can never he used as the predicate uule.ss it has the lielpers 

■ or . If pjist time without helpers is to be given 

we must use the form of the verb. 

(r) We can not say "I seen it" because srrn is the ^ , and the 

is never used without helpers. We must use the 

form if no helpers are used. Therefore, the seiifenee should fie "I it." 

1. The older pupils wrote neatly. 2. The smoky lamp burned dimly. 3. The injured man 
smiled cheerfully. 4. The cross teacher sang sweetly. .5. The lively children played quietly. 

(«) Underline all of the adjectives. 

(h) Select all of the adverbs and give the language forms by filling- out the following blanks. 

(1) tells about the , . Tlierefore, 

is an adverb. The adverb. tells 



(2) tells about the , . Therefore, 

is an jidverb. The adverli tells 



(3) tells about the , Therefore. 

is an adverb. The adverb, . tells . 



(4) tells about the . . Therefore, 



is an adverb. Tln' adverb, , tells 



(5) tells al)Out the . Therefore 

is an adverb. The adverb. . tells 



Exercise 82. E. 



To teach llir ».<( of the lulix rs, do. did, slnill, irdl. iiKiji, can, milsl, mi<jlil, coldd, icoidd, and 
should. 

We have seen that has, have, and had are never nsed as helpers exeept with the past participle 
(if the verb: that the past form is never used with any hel^jer, and that the present form may Ije 
used with tlie helpers shall and iciU. F>ut the present form of the verb may be used with other 
helpers besides shall and wdl. The following helpers may lie used with the present form: do, did, 
may, can, must, might, could, would, and should. Thus in the sentence, "I ean climb the tree," 
the predicate is can climb. Illu.strate liy use of other sentences and drill upon the sentences to 
make clear that the predicate includes the helper. Casually explain the difference in meaning- 
offered by the various helpers, but do not insist upon memorizing these distinctions by the ])upils. 
Require that the list of helpers of the present form of the verb, inclusive of shall and icill, l)e 
memorized. Analyze the sentences with special reference to the adverbs in i-eview. 

Oral — Analyze all sentences with special emphasis upon attributes, helpers used, and advei'lis 
modifying adjectives or other adverbs. Be careful to iliscuss every jioint covered by the wi'iiteu 
work of the pupils, but so far as possible do not use the same form of ipu'stioning. 

Date , 191 

Shcdl, will. do. did, does, cau. ma(i. must, mii/hl. could, wmild. and shoidd. 

1. John can catch the ball vei-y easily. 2. Children siiould always In- extremely olicdient to 
jiarents. 3. You may go to the circus. 4. AVe nuist act vei'y (piii-kly. ."). 'J'iir ciiiniinL; rat 
might catch that bird. 

(o) Underline the predicate of each sentence. 

(6) "What does very in Sentence 1 modify-? What part of spiMM-h is it? 



(c) Diagram: Children should always be extremely obedient. 



What part of speech is r;&frf(V)(/ ? . What word does obediuti tell about? 

AVliat kind of a coiriplement is obcdioif. 



What does r.rf rcwK'/y modify? , What part of speech is cxlrcmehj'l 



(d) In Sentence 4, what does iiuiclly modify? . What part of speech is 

qiiicJiiy'I What does ctry modify? . What part of speech is 



eery-: 



(c) ^lemorize the helpers at the beginning of the exercise. 
(/■) Which of the jtrincipal parts of the verb is ne\''er used with a helper? 
Wiiat two forms may be used with helpers? 



and . 

7 HLL 15 (97) 



Exercise 83. K. 

To drill ii/iini lln r< ((HjiiHain of prvdiaiU s vniilai iiiiiij. Ili< liiljKrs do. do(:S. did, can, iiiaij, iniist, 
iiiifilil. idiild. would. (Did .should. 

Date , 191 

Ond — Aiiiilyzc each sentence. 

1. Ydii in;iy si'e liei- sdini. 2. I did not tell liini. ."). I eei'taiidy did stnd)' my lesson. 4. lie 

c-in clinil) that Iree easily. 5. You must come to-moi row. 6. You could worlc that ea.sy problem 

in 1\vn minutes. 7. .loliii must pay for tlic> broken window. 8. You nuiy wear your new hat 

to-morrow. !l. Tliose lazy men Avould not work I'oi' a liviiit;'. 10. She does not learn (juickly^. 

11. He could do belter worlK. 12. She can sit the table taslet'ully. lo. You nni.st do your work 

inniiediately. 14. (ieorne wmdd work late into tlie niuht. 1.'). The robbers miiiht kill us. 

](i. The j'unni'i' unist run a long race. 17. We do study oin" lessons very hard. IS, She 

should w I'ite those sentences in fen minutes. ID. He may be here soon. 20. They must 1)0 

home at noon. 21. I eau not be there to-iiiori(i\v. 

(a) Draw one straight line nnd<'r each predicate. 

( h ) Draw two straight lines under each adverb. 

I CI Draw inie wavy line under each adjective. > 

id) Draw one dutted line under each subjeet pronoun. 

(/I Draw twn dutled lines under each object prononn. 



Exercise 84. E. 



Date , 191 

'/'(/ /■( /■(( ir idlrihiilc ciniiiili iiii ills. In Iprrs. iiiiil adn rhs iiiodifijiiiij ddjiclirix and oilier adverb.^. 
1. You may be enl iii'ly right . 2. TIk^ ])at ieiit was vei'y sick. 3. The l.ioy really did mean well. 

4. You certainly did do it. .''). ^Ve shall be (|iii1(> fortunate. 6. The boys eau Innld a fire easily. 

7. Parrots are vei'y tall^ative birds. <S. You must return promptly. 9. Indians have been very 

ci'uel to helpless pi-isouei's. 10. "\Ve might find a much b(>tter path. 

ia) Find all the adjectives which are used as attribut(> complements, using the following 

forms ( 4 i : 

is the attribute complement, and tells about the sul)ject. 

is the attribute complement, and tells about the sid)ject. 

is the attribute comjilenient, and l<'lls about the subject. 

is the attribute complement, and fells about the subject, 

( ?) ) Write the )iouu which is used as au ,'itlribute conipli'ment ( 1 i. 

ic) Find all the moditiers by tilling in the blanks. 

(1) juodilies the . Therefore. 

is an . 

(OS) 



(2) modifies the . Therefore, 

is an . 

(2) niodities the , Therefore, 

is an . 

(3) modifies the , Therefore, 

is an 

(3) modifies the . Tlierefore, 

(3) modilies the , Therefore, 

is an 

(4)' modifies the . Therefore, 

is an . 

(5) modifies the , Tlierefore, 

is an 

(G) modifies tlie , . Therefore, 

is an 

(6) modifies the . . Therefore, 

(6) modifies the , . Therefore, 

is an 

(7) modifies the , Therefore. 

is an ; , 

(7) modifies the . Therefore, 

is an . 

(8) modifies the . . Therefore, 

is an 



(9) modifies the Therefore, 

is an 

(9) modifies the . Therefore, 

is an 

(9) modifies the . . Therefore, 

is an 

(10) modifies the , . Tlierefore, 

is an . 

(10) modifies the . Th(>refore, 

is an , 

(10) modifies the , . Therefore, 

is an . 

(d) TTuderline all the jiredieates in the seiilniees aliove. 
(f) Write a list of all the pronouns (G). 



(90) 



1. 1 iMMild ,'iiialyy.r tluit si'iilciicc vci'v easily. 2. Vnii slmiild not try siicli foolish lliiims. 
'A. I would iKil walk so fast. 4. May wo i^n with you? 
1.(1) 1 iidci'liiic thr prrdicali' of cacli sciitcniM'. 
{!)} W'l-ito from iiii'iiinry the twelve hel[iers that are used with the lu'e.seut foian at the V(>rl). 



((■) Seutenee 1; Eaxihi iiiodifie.s the . Therefore. easiUi is 

an Tr/-// iiioditie.s the . Tlu'refore. v< )nj is 

an '/'//((/ |ioiiils out till' . ThiM-efore. IIkiI is 

an 

((/) Sellteiice 2: Siirli niiidifies the . Therefore. ,<(((// is an 

FiHilisli modifies the . Therefore, foollsli 



(r) Fiisl moditii'S the . ■ 'I'herefcu'e. fas/ is an 



S(, modilies the . Therefoi'e, sii is an Xoi 

modifies the . . Therefoi'e. mil is an 

(/') Diaeram: ^la,\' we lih home now .' 



Exercise 85. 



Date . 101- 



('iiiiiiihilin h'l view Trsl. 

1. The two jiarts of speech that ai'e used as modifiers are and 

1*. ^\dieetives ean he used ;is eompleiiients. ('an an adx'erli lie used as an 

altnlinte eoiiiiilement .' 

:!. A snlijeet in the sinuular numlier reipiires a predieale in the number. 



.\ sulijeet in the ]ilural uumher i-e(piires a predieate in the number. 

4. \'erlis eiu.lin.e' in .v aiv always in the numbei\ 

."). Till' onh' form of the \erli that can be used with the hidpers linx. hurt, and JkkI is the 



(i. The rorni of the verli that is used with the helpels sliiill. irill. ilii. iliil. iliii s. cini. iinisl. 
iiiiiilil. i-iiiilil. irmihl. and ahmthl is the 

7. We can not sa\' "I ha\e did it" because (//(/ is the foi'm of file verl) ami 

fl^,, form of the \-ei'b is iie\'er usi'd with a hel|ier. The form to be used with 

luis. htirr or hull is the • Therefore. tli<' .sentence should be "I 

have it." 

S We can uo1 sa.\ ""1 done it" because iIihk is the and the 

is uexcr used without a helper. The form to be used without 

a lu'lper is the ■ Theref(n'e, the sentence should lie "I 

it." 

(toft I 



9. Whieli iif the pi'iii('i]i;tl parts (if tlii' vci-li is never used witli a helper? 

What t\v(i foi'iiis (if the verl) may be used witli lielpers? 

and 



eoniiilenient. 



e(iniph>- 



10. Any cdniplenient which folhiws a form nf tlie verb h< is an 

n. The suliji'i-t ]ir(iii(iuus. /. /((, slir, icc, and tJui/, may be used either as tiie 

or as the complement. The suli.jeet pronouns can not be used as 

eomplements. Can the subject pronouns be used as the object of a preposition ? 

12. The object pronouns me. liim. Ik r. iis:. and fJn m can be used as 

meuts and also as the ol)ject of a 'I'lie object jirouoiuis i-an never be used as 

complements. 

IH. Draw one line under the adjectives in the followinu' list of words: l)chind. through, some, 
after, many, all, every, few. ovei', under, yesterday, runs. this, tliere. that. they, those, in. at. 
these, beyond. 

14. Draw two lines under each word of 1:! that is a lu'cposition. 



Exercise 86. E. 

To hocli flic pn>i(>if pitiiiciiih . 

Besides the past participle thei'e is another i)artici])]e. the jH'esent ])artici)ile. It is very easy 
to recognize because it always ends in iiiii. It is formed by a(hIin,L;- /'//</ to the pres(>ut form of 
the verb, thus: go, going; write, writing: cat. rating: hlotr. blowing: etc. 



Date 



-. 191- 



Writp the present and past parliciploi of the followini.;' verbs in tiicir i>ro])er colunms: 

Prrsrul form. ■ Prr:icnf lifuilriplc. I'lhxi innikijifv. 



rt.y 




■ fall 




break 




go 




d.. 




eat 




know 




throw 




ring 





Exercise 87. E. 

To leach passirc and progrcs.-iivc forms. 

It is unnecessary to go too far into the details of passive ami ])rogressive voice ccinjugations. 
It is sufficient for the pujiils to recognize these forms as predicates wlien they see them without 
being aide to construct them or to know their technical names. So, simply explain that to an.v 
form of the verb be we may add the present or past participle of some other verbs and thereby 
make a predicate. Thus: 

I am .seeing. The cliickens were eating. 

I am seen. The chickens were eaten. 

He is going. The lioys have been throwing stones. 

He is seen. Stones have Iieeii tiii'own by the l)oys. 

( 101 I 



Show in the coiisl ruction of the predicates of the above sentences that the present or past 
participle has been added to some form of the ver)i h<\ Do not, however, attempt to have pvipils 
struggle to state this construction. It is suf(icient that they should recognize it and answer 
specific questions concerning it. Question closely ui)on all points covered by the written lesson, 
whii'h f()!l(i\\s. l)(i mil mention the terms "])assive"' and "progressive" to pupils. 

Date . 191 

1. He is climliing. '1. We are writinu'. o. The man was very quickly thrown from his 
horse. 4. The jiigeims liaxe lieen flyiug around Hie barn. 5. The pigeon.s have Hown quite 
quickly ariiund llie li;irn. (>. Tlie children t.\'i'Vi' I'areles'sly thrdwing [laper about the >'ard. 
7. The eyes of th<' eliildren might have Ijcen very serinusly hurt by the powder. S. The neigh- 
bors may be goiuu- In the city to-morrow, 0. The bell will be rung promjitly at the hour. 
TO. The bell will be ringing promptly at the lidur. 

(a) Underline the predicates of the above sentences. 
(6) Write a list of all Ihe present participles used (G). 



(c) Write a list of all the past participles used (4). 



(d) Write a list of all the h(4pers used (10). 



(r ) Draw two straight lines under each adverb. 

( /') Place parentheses aroiuid each prepositional phrase. 



Exercise 88. E. 

To drill itpiin passive and jinii/ri ssirc fonus. 



1. I was hit in the face by a baseball. 2. I am w riling a letter to you. '■]. You were seen in 
San P^-ancisco by a friend of mine. 4. You have been studx'ing that lesson diligently. 5. He 
was thrown severely from llie bucking horse. 0. The best composition was neatly written by 
ilary. 7. She was sewing an old dress. 8. The lost book has been found. 9. We are going 
to the jiai-k' to-morrow. 10. They have been looking at the eclipse of the moon. 11. Some 
men had been work'iiiu Ihm-c. ]'_'. The best compositions lia\<> bi-iMi hung ujion the wall. 1:?. The 

(102) 



men are now repairing the worst street in our city. 14. Webster was regarded as the foremost 
orator of his time in onr country. lo. They were sitting under the tree. 16. The largest trout 
was taken out by liini. 17. William is now making more effort to write neatly. 18. The bear 
has been put into a cage to keep her. 19. I have been thinking of sending her to spend the 
winter with them. 20. AVe were having a good time building little boats to sail in the bathtul). 
21. The thieves were caught stealing his bicycle. 22. We might now be beginning to learn Ger- 
man. 23. The pie was cut into four pieces. 24. The horse will lie sold to him at a low figure. 
25. We have been forbidden to go into the street to play. 

(a) Draw one line under the predicate of each sentence. 

(b) Write a list of all the present participles used as a part of the predicates in the above 
sentences (12). 



(c) Write a list of all the past participles used as a part of tlie predicates in the above sen- 
tences (13). 



(d) Write two straight lines under each ad.jective. 

(e) Write one dotted line under each adverb. 

if) Write the predicate of each sentence, the time expressed by it. and its number by tillinL 
in the following blank columns (25) : 

verb time number 



(103) 



verb 


time 


llUllllllT 






























" 










































" 














- 













Exercise 89. 



In II rii ir ri rh ftiniis. 

I'rrsiiif foruK 
in'uill 
dl'illU 
\\'r;\r 
l-llll 



Plilxcii'Ai, I'ai;ts, 

PdKl form. 

(ll-;iiik- 

wnrc 

I'iin 



T):lti 



101- 



P'lsf juniiriplc. 

ilriiiil< ())• (li'niik 



Wlll'll 

I'liii 
hiiii 



1. We should 111' li(M_. iiiiiii|i_. tlir work. '_'. 'I'lic liiii Idi iil: hI' llic liiiusc was lic^iiii last wi'ck. 
o. The raltli- lia\c l)ccii drinl-ii iil; fruiii tlic spriiiL;- in tiic iiiradiiw. 4. Tin- li'iiKinadi' was driuik 
liy tile pii-nicki'i's. .'). She liad liccii wcai'iiiv tln' riii'.; ior scvci'al years. (i. The riiit;' was 
w(irii liy lirr I'nr scvci'al years. 7. 'Pile lioys t'rdiii tlir Wasliiii.uton sehool liavi' liccii running 
races \\ith 1lic Imys Trdiii the l;iiiciilii si.'hodl. S. All Hie rai-rs were run in tjiiod time. 9. The 
soldiers may lie lyiiiL' jn the treiiehi^s. « 

ill) I'ndei'liiie all the jiredieates. 

(h) Writi' each pari ieiple used as a part of the pri'dieate and ai'ter it wi'ite llie name of the 
participle (!)). 



(1U4) 



(c) Place parentheses around all prepositional phrases. 

((I) In Sentence 7 th(^ predicale is Iinn In ( n niiniiiifi and not has In i n nnninnj liecause the 

subject. . is in nniiil;ei- and tile prediciite must alsn lie 

to ayree with its snbjeet. 

(f) -JMemorize the principal parts yiven at the lieginniiiii' of this exercise. 

(/■) Write after each of the words below what form of the \-erli it is, oi- what ]iarticiple it is: 
wore^ past form 

lain = past participle 

bet>nn 



lie 



drunk 



ran 



worn 



began 



drink 



begin 



(y) Write the time expressed by the followin"- forms: 
was worn = past time 



had lain 



shall be besnn 



is Ivincf 



were running 



am drinking 



were begun 



( /) ) We can never use the 
form of the verb he. 



form of the verb with any lielper or with any 



( 10.' ) 



Exercise 90. 







T>- 


\i:<^ 




Rrxcir.vL Parts. 








Past f 1)11)1. 








Past pa)ticli)lc. 


In id 








laid 


set 








.set 


lost 








lost 


swjun or 


swum 




swum 



191- 



1 1) i'( rii If ri r/) faniis. 
P)'i'sciit foiin. 

lay 
set 
lose 
swim 

1. I laid the hocik ou tlie table. L'. 1 have laid the liook ui>ou the tal)le. 3. The table is 
set. 4. We should be setting the table i'm' dinner. a. The book may have been lost for .some 
time. 6. The boys have been swimmint;- iii tlie river. 7. The river was quite easily swum by 
tlie linrses. 8. I now Lay Ihe t'ai-ts Ixd'oi-e you. 

(a) Underline all of the predieates. 

(b) We can nse laid both with the helper ami withuut the hel[)er lieeause tlie 

and tlie are spelh.'d the same. 

(c) Write eaeli partieiple used in the pi'i'dieates and tell whieh participle it is (6). 



Exercise 91. E 



To liiich the use of particiijh s not used as purls of tlic pndirah. 

Till J)ird. silliiifi oil a limb, is siiifjiiig a soiii/. Use this senti'nee to illustrate the fact that 
participles may lie used, not as a part of the predicate but like an adjective, or as a modifier. It 
is unnecessary to emphasize or drill upon modification because no current errors are made in the 
modifications of nouns l)y participles. Use the fact tliat silling modifies bird merely to bring into 
contrast the use of the participle singing as a i>art of the predicate in the same sentence. Drill 
similarls' upon the sentences of the exercise. 

>^iriiiuiiiiig is a liealthy c.cercise. Make use of this sentence to show tliat the participle may be 
uscil as a noun. An analysis of the sentence will always show this use, for if the present parti- 
ciple is either the subject or a complement it is used as a noun. Anain emphasize the fact that 
//(( present i>artieiple is never a part of tin pndicdli unless us< d. irilh some form of the verb 
bi : that tlic past partieiple is neecr a pari of tin predieale uiihss iiseel with some form of tJie 
verb be or leilli In I pers. 

Date . 191 

1. The lioy, lyiuu on the bank of the creek, is drinking. 2. The cliildren running across the 

li)t ma> have bern dniu.4 sume misc-liii'f. :!. W'r saw a man lying under the tree. 4. The hat 

worn by the L;irl was lying cm tlir Ibior. .'). She has been wearing a ring set with diamonds. 

I toil 



G. Lost in the woods, the babes were nmniiig about from plaee to place. 7. The wide river run- 
ning across tlie meadow has been swnin liy the Inuiters. 8. Worn out by the long- tramp the 
soldiers are sleeping now. d. Water drunk from those old cups may be injurious to liealth. 
ID. The cement, run into the wooden frames, will be hard very soon. 

(a) Write two lines under all participles which are not a part of the predicate. 
(&) Place parentheses around all predicates and write one line under the participle that is a 
part of the predicate. 

(c) Write a list of all present participles used in these sentences (10). 



(d) Write a list of all past participles used in these sentences (7). 



(e) Write one dotted line under each adverb. 



Exercise 92. E. 



Date , 191 — 

To review participles not useel as a pari of tJic predicate. 

1. She enjoy.s riding. 2. Rinining strengthens the muscles. 3. Singing interested the chil- 
dren. 4. By running rapidly John won the race. 5. B.y clindiing the tree the cat escaped 
from the dog. (1. Catching a ball sometimes breaks fingers. 7. Tlie king, sitting upnu a high 
tlirone, wore a crown. sparkling with diamonds. 8. The officer, riding a white horse, gave the 
signal. 9. We saw some cows drinking from the river. 10. lie cut the grass growing by the 
roadside. 11. Drawing the sword, the captain plunged into the thick of battle. 12. We 
came to a level plain reaching back to the forest. 13. Lost in the woods, the babes had lain down 
on the grass. 14. Tin- sick child drank the refreshing medicine. 

(a) Draw one straight line under each particijile that is not used as a part of the predicate. 
(&) Write a li.st of all the present participles used in the above sentences (13). 



(107) 



( (• I Writr a list of mII tlir pMst |iai-tic-iplc,s i.si'il (2). 



((/) Draw on (lulled line iiiiilci' cai-li pri'dirati' that is in the sinuiilai- iimiiliei'. 
{(') Draw two ilotti'd lines under eaeli predicate that is in the plural nunil)ei'. 
(/') Draw twii straiuhl lines under eaeli ailjeeti\'e. 



Exercise 93. 



Til h luli I In /Kisl /iiul III /ill irlii II [in nihil In/ tin In I in r hariiiij. 

"The lidv having: hist tln' liouk did not know the lesson."" Exphnii that the past partiriple 
when used not as :i |iai-t of the predieati' may soiiiet iiiii's take tlie hi'Iper //(/(•///</. Make elear that 
liiis. Iiiin and liiiil ai'e ni'X'er used except as parts of the predicate and that Inirimi is never used 
as a helper in the pri'ilieate. Iliiriinj hi i ii as a form of the xcrli may also he used with the past 
participle, thus: "The waeim Imrliiii hrrn hniLi ii was taken to the hiaclssmith slio|i." Show that 
haviiiij III I II is the |)ast particijde of //( ]ilns the helper. //i/c/^i/, and t hat \n liiiniiij hi i n we hiwa 
added the jiast partii'iple of hrnil,. 

Date , 191 

1. The liirds havinu llown to the eronnd wei'c eatini;' seeds. 1'. Ila\'ini;' tak'en a di'ink- of cool 

\\atei' the patient should soon hi' mncli lietler. :l. The '_;irl lia\in'4' torn her dress should so to 

her niothei- foi' a nee(||e. 4. Knowing; the truth of the iii;itter \\e shall write to the poliee alioiit 

it. -"i. 'I"he steamer lja\ine hlow n the wliislie ma\ now come n|i to the wharf. Ii, The hall 

hax'iim' heen thrown over the fence was lost. 7. The i-al knowim;' it was a ti'ap did not uo into 

the lio.\. S. The letter haviliu: heen written to our fl'iends we should now he eiiillL;' honu'. 

!l. The ti-a]i liavinu' heen set too neai' the hank of the ei-eel; has fallen into the water. 1(1. Very 

>ounu men. haxinu heen thrown into hnsiness life, do not know the importance oi eeonomy. 

( 1/ I Dr;iw two lines uiidei- all partici]iles that ari' not a p.ai'l ol' the predieate. 

( h) Draw one line under the pi'edieales. 

( (• ) Find the comiilemeiits and tell what kind each is. 

(1) is an eompleiiient heeause it follows I lie predicate. 



; 2 ) is an complement liecause it follu\vs the lU'edicate, 



Id) is an eompleiiient heeause it follows the pl'edil'atc, 



I (/ 1 Draw two wavy lines under each adverh. 

1. The lai'Lic tree i^rowinu' in the school lot iiii,L;lit fall down. Ll. The strong \\\t\i\. hlowins 
from the west. ma\- do i-onsidei-ahle damatie. :!. The cat Inniiii: climheil to the top of the tree 
saw the hirds llyiiui away. 4. The word lie._:innin,e a sentence should lie^in with a capital letter. 
."). The yoiniL;' hirds ha\ine tlown to the I ree wci'esafe from the cat. 

(10.S) 



(a) Wi-ite a list of all tiie present partieiples (4). 



(/;) Write a list of all the partieiples with the helper having (2). 

(c) In Sentence 5, is an eoniplement beeanse it follows the 

predicate. 

{d) Underline all the adveri)s. 

(e) In Sentence 5, the predicate is in n and not icus l)ecaiise the subject. , 



-, and the predicate must also be to agree with its subject. 



(/') Write a list of all the predicates (5). 



Exercise 94. E. 

To rcvii tr flie [Kisf payiiciplc irlirn preceded by liaviiKj. 

1. Having' learned the lesson, the pupil laid the book uiion the tal)le. 2. Having found a 
suitalile place near a rixcr. tln' pioneer built a log house for a home. .S. Having swiun the 
river, the deer climbed the bank on the other .side. 4. The babes lost in llie woods cried bitterly. 
5. Having fought in manv battles, the soldier knew no feai'. (>. We found the li;dl l\iug in the 
thick grass. 7. Laying the gun upon the gr(}uud. the luuiter lay down beside it. S. Having 
thrown the liall. he I'aught it again. I). We found him feeding the chickens. 1(1. Sitting under 
the trees the cliildi-eu sang several songs. 11. The child had linally lain down. 12. The road, 
worn by travel, iieeds new gravel. 13. The log drawn by oxen broke the gate. 14. Having 
eaten the lamb the lion lay down. 15. The squirrel having toi'n tin' shell off the nut climbed 
the tree. l(i. Bent with age the old man crossed the street. 17. Having olindied the clitf we 
soon came to a level plain. 

(a) Draw one straight line under all partii'iiiles that are not a part of the pr'edicalc. 

(b) Dra'w one wav.v line vuider each sinuidar predicate. 
(f) Draw two wavy lines nnder each plural predicate. 
id) Write a list of all present participles used t4). 



iioti) 



((■) Write a list of ;ill iijii'tiriples used Avitli hav'iiuj (8). 



(/') Plate parentheses arcmnd all pri'imsitional phrases. 
(//I Di'aw one dotted line iiiidr-r each advi-rli. 



Exercise 95. ]-]. 

To tcacli a<lr( rlis ^iKiilifijiixj piirliciphs. 

Particii)h's are verbs and therefore may be modified by ad^■erlls. Question eloscly upon all 
adverbs modifv'ing participles. 

Date . 191 

1. We had seen a horse running away. 2. This book eertaiuly must have been written by an 
American. 3. The window had been broken very early in the inorning.. 4. That lettuce, grown 
so qincldy under gla.ss, will be very crisp. 5. I do agree to the bargain now made. 6. The 
children now coming home should be gi-ateful f(.ir the presents given to them. 7. The weather 
could not lie more favoral)le for the children now going to the picnic. 

(a) Find all modifiers and lell wlial tiiey modify by filling in the following blanks (2(5} : 

(1} .1 modifies the . Therefore, (/ is an 

(1) modilies the Therefoi'e. is an 

(2) modifies the . Therefnre. is an 

(2) modifies the , Therefore, is an 

(2) modifies the , Therefore. is an 

(Omit tile a<l,iei;'ti\-es "the."") 

(3) modifies the Therefore. is an 

(3) UMidilies Ihe . . Thi'rei'(n'e. is an 

(4) modifies the . Therefore. is an 

(4 I modili<'s I lie , . Theref(U'e, is an 

(4) mcidifies the , . Therefore. is an 

(4) modifies the Thei'efdre, is an 

(110) 



(4) 



modifies the 



-. Therefore. 



IS an 



w 



(5) 



(5) 



(6) 



(6) 



(6) 



(6) 



(G) 



(7) 



(7) 



(7) 



(7) 



(7) 



iiiodifies the 



modifies the 



modifies the 



modifies the 



modifies the 



modifies the 



modifies the 



modifies the 



modifies the 



modifies the 



modifies tin- 



modifies the 



modifies the 



(h) Underline the predicates in the sentences. 
(c) In Sentence 4. is an 



verb. 



{d) In Sentence 6. 



verh. 



( e) In Sentence 7. 



verb. 



Therefore, 



-. Therefore. 



]s an 



IS an 



Therefore, is an 



-. Therefore. 



Therefore, 



-. Therefore. 



Therefore. 



Therefore, 



Therefore, 



Therefore, 



IS an 



IS an 



IS a 



IS an 



— . Theri'fore. is an 

— Therefore. is a 

— Therefore. is a 

complement because it follows the 
i-ompleineiit because it follows the 
complement because it folhiws the 



Exercise 96. E. 

To t<iiih pariiclplal iihra>:(s, 

E.xplain that participles, like prcposition.s. ma.v be followed by an ob.ject thus makin^;' a jthrase, 
called a participial phrase, thus: "Tiie child having catcii liis diiuicr was put to sleep." Empha- 
size the fact that the phrase is not only made up of the ])articiple and its ob.iect, but also the 

modifiers of that oliject. 

(1111 



Diite . 191 

1. 'I'lii' |iii|iil liii\iiiL; niiiL; the licll wi'iit buck into tlic sclKinlrdiiin. 2. 1 s;i\v thr pii|)il fare- 

full>' wi'itiiiL; till" (•(iiii|Hisiti(iii. M. 'J'lic cliilili'cii Ikiviiil: hliiwii lar'iji' soap liiil)hlcs liroki' tliciii. 

4. 'I'lii' llii\\(M-.s ni'dH mil; ill the uai'ilrii aiT vrr\- lirniil i Fill. -"i. Aliiry liavinu' turn the ilrcss acci- 
ilrlitall\ thru went liiuiii'. 

{(i) Write the priiKMpal [larts nf all the vcrhs ( 10). 

t'risiiil jiinii. J'd.il liinii. I'nst p<i>iivipl<;. 



{li) Write all the pai'tiriples iu the above seiileiiees that end iu /(/(/ (2). 
(c) Write all tlie partieiples with tlie }u-\\\fV liariiKj (3). 



((/) Write all the words iiiodifvine' participles (2). 



(() What pari of sjieei'li are these ^^•ol■(ls which inodity pjirtieiples ? 

(/■) I'lace ])ari'ntlieses around all the jiarticipial phrases and underline the participles. 
((/) Draw two lines under each preposil ioiui 1 phrase. 



Exercise 97. 

To rcvu'W prcriiius purl n i pKil cinisl ni</ duis. 



Oral — Have each seiili'iice analyzed, heinu ca refill thai all the jioints to lie eoverei.l in the suh- 
sei|iieiit written lesson are lirst discusse<| in class orall,\ and with a clear nuderstaiidiuii'. So far 
;is possilile. <lo not use exactly tin- same form of piitliiiL; the ipiestions in the oral lesson as in 
the written, ir more drill is needed un ovci' >,oine ol' the sentences of preceding exercises on 
participles. 

Date . 191 

1. lla\iiiL; eaten Iniii-h. thi' travelci's were soon cliiiiliinu the mountain path. 2. The pupils, 
ha\ln^ learned the lesson, iw.iv uii out For recess. M. \'cry man.\- liil'ds can he sci'ii slowl.X' tl.vini;' 
ovi'r the lake. 4, 'i'lie man now comiiiL;' up the road may lie lookini;- for work. 

(a) Place in parentheses all parlii'ipial phrases. 

( /> ) Draw two lines under all part ii-iples wliii4i are not a i)art of the predicate. 

( 111.') 



(c) Write a list of all the predicates (4). 



(d) Write a list of all the prepositional phrases (4). 



(f ) Find all modifiers and tell the part of speech of each by filling in the following blanks (9) : 

(Omit the adjective ''the") 

(1) modifies the Tlierefore, is an 



(1) modifies the , Therefore, is nu 



(2) modifies the , Therefore. 



(3) modifies the , . Therefore, is an 



(3) modifies the , Therefore, is an 



(3) modifies the . . Therefore, is an 



(3) modifies the ~. Therefore, 



(4) modifies the , Therefore. ^ is an 



(4) modifies the , Therefore. is an 



Exercise 98. E. 

To find the past form and past participle. 

The principal parts of all verb.s should be recognized, but often after memorizing them there 
is some confusion as to which is the past form and which the past participle. To avoid such a con- 
fusion the devices of this exercise are introduced. 

A simple device to find the past form of the vei'b is to first write tlie present form of tlie 

verb and place / before it. Then fill in the blank with the verb in the following : I 

yesterday. Thus, / give: I Qave yesterday. We feel forced by the sound to say, not "I give yes- 
terday" nor "I given yesterday" but "I gave yesterday." The form of the verb that is supplied 
in the blank space in "I yesterday" will always be the past form of the verb. 

To find the past participle write the present form of the verb and place / before it. Thus. / 

(/ire. Then supply thnt form of the verb which sounds best in "I have " The 

form supplied in the blank is the past participle. 

8— BTTI.IS (113) 



This ilrvirc is iidt ;i siifr <inc ill llic (Msc iif tliosc i ri'i'Liiibif \('i'lis ill \\hicli tliiTc .-in- ciirreiit 
confiisidiis nf I lie pasl part ici pii' witli the prcsnil nr past tonus. Iluwi'vci-, there are iinly ;i 
wvy few lit' sileh eoiif llsiiilis. 

Must \erlis lia\e I lie same wiinl fur the past form ami past |iartieiph'. These verbs form tlieir 
past ami |iast partieiple liy aildiliu cd to the present form. Thus: 

I'll SI lit fill III. I'llxt jiillii. I'llsl iiinliiiiilr. 

worlv worked worketl 

call ealleil called 

live lived lived 

jump .jumped .jumped 

taste tasted fasted 

There is no necessity of teaehiuu the terms " Ke.milai'"' and " IrreL;ular' " \-erlis. 

Date . 101 

( (( ) Write the principal parts of the follo\\iiiL: \'erlis: 

I'nsriit funii. I'li.sl jiiiin. I'nxt imiliriiilr. 

learil 



nail 



studv 



L'liiiil) 



snow 



walk 



burn 



Exercise 99. 



Date . 11)1- 



( 'ii III iiliil iri III rii If T( si . 

1. The three ]iriucipal parts of a \'erli are the form. form 

;ind the 

'2. The two part iciph's of a \'ei'li are the participle and the 

part ici|ile. 

M. The present participle is formcil li\ adduej to the form 

of the vcl'b. , 

4. The past participle is never used as a p.irt of the predicate unless used with some form 

of the \-erli . or with the helpers . or . 

:"). If the iireseiit participle is used with a foriii of the \eii) In as a helper, is it a part of the 
|,i-,(licate .' ■ If iiseil without some form of In as a liclpi^r is it a part of the 

predicate' 

(114) 



6. If the past p<H'tieii)l(' is usetl without Ihc liclprrs //(/\. Imiu >>>■ Imd. is it ii [inrt of the 
|iredicate? . If used with tliese helpers, is it a part of the predicate? 

7. Was worn expresses time aud is iu the number. Has 

been aecn expresses time ami is in the nutnlier. Ilmu bvot 

working expresses time and is in the number. Is stuihiiitii 

exjjresses time and is in the number, irccc ruiniiiii/ expresses 

time and is in the number. tSliall h( )•< iiiliiii/ expi'esses 

time and is in the number. \Vi rr smi expri'sses time and is in 

the luunber. 

8. Whieh form of the \^r\) is never used with any form of the verl) be or with any helper? 



9. If a pronoun is used as the objeet of a participle, nuist the subject or the object |)ronoun be 
used? pronoun. 

10. The jiart of speech wliicli modifies a participle is an liecause partieii)les 

are verb forms and anythint;' that modifies a verb is an 

11. If a pronoun is used as the complement of the verb be it must be one of the 

pronouns. 

12. If a pronoun is used as the object complement, as the object of a preposition, object of 
a particiide or oV)ject of an intinitive it must be one of tlie pronouns. 

13. Draw one line under each sinii'ular verb and two lines uiuh'i' each plural verb in the fol- 
lowinf;- list of words: has been, were seeinji'. was seen, are, is, have studied, does sin^. do worl<. 
is workint;-, are seen. 

14. We may express past time l)y usinn' the form of the verb without a 

helper, or by nsinu- the with I he helpers , 

or . 

15. We may express present time by usint;- the form of the verb. 

16. Adverbs modify , and 

17. Adjectives modifv and 



Exercise 100. E. 

To teaeh Ihe rceogiiUioit of llic inpiiitiv( . 

Explain that infinitives are forms of the verb, but that also in sentences they are used as sid)- 
jects, com])lements or modifiers. Do not teach that the intinitive is a noun (U- is an adjective as 
this is an uiuiecessary confusion. Have thi' sentences analyzed, and if the pupils follow Hie 
lang'uaii'e forms closely they should tliscover for tliemselves the offices which the infinitives hold. 
(Jive help oidy as needed. Insistently make clear that an infinitive always does two thini;'s — 
shows action and is used where a noun (name of an action) or modifier (atljective or' advei-b) 
can be used. As you e<ime to the constructions teach that tlie intinitive may have an objeet just 
as prepositions and i)articiples. An infinitive and its object, with the modifiers of the objeet, is 
an intinitive phrase. 

Difficulty will be met in the confusion of ijifinitives with prejiositional phrases introduced by 
hi. Ti'ach thi'm that in the prepositional phrase the object of to is always a noun or pronoun, while 

in Ihe intinitive a verb always follows the sii^n t<i. Analyze each sinitence and drill upon all i- 

sti'Uctions in review. 

(115) 



Date- 



191—. 



1. Til swim gives mucli pleasure. 2. The ehilil asked to eome. 3. The liorsc hcLian to di'inlc. 
4. To lie doAvu after hard work gives rest. 5. He wanted to read the book. 6. The man deter- 
mined to swim the river. 7. We had just liegiui to see light. 8. Tlie little girl wished to play 
another game. 1). The sailor attempted to save the drowning man. 

I a I Underline all the infinitives. 

(b) Write the principal parts of all infinitives and also of verbs used as predicates (18). 



Iii/hiitirr or prrilivntc. 


Present form. 


Past form. 


Past participle. 














! 






















































i 














i 






1 
1 


















. 











(ri Wi'itc a lis) of all tiie ad.iectives (5). 



\d) Draw two straighl lim-s under each noun. 

(e) Draw one wavy line under each verb expressing past time. 

(/') Draw two wavy lines under each verb e.\pressing present time. 



(lico 



Exercise 101. E. 

To teach the use of the infinitive. 

We need not emphasize the modification of words by infinitives as no errors currently occur 
due to this construction. 

1. The time to ring' the bell had come. 2. The determination to climb the mountain will give 

new hope to the lost travelers. 3. The child was running to overtake the mother. 4. The fox 

has run through the water to throw the dogs from the trail. 5. The cows are coming down to 

the stream to drink. 6. The best place to fish lies over the mountain. 7. To throw accurately 

recjuires nuich practice. S. The visitors have been climbing to the top of the mountain to see the 

sunrise. 9. She wished to sit in the shade. 10. He has set a trap to catch mice. 

(a) Underline all infinitive phrases. Place two lines under all infinitives. 

(b) Place parentheses around the predicates. 

(c) Write a list of all the prepositional phrases (8). 



(cZ) Write the principal parts of all verbs used as a part of the infinitive and also the prin- 
cipal jiarts of verbs used in the predicates (20). 



Pri'xciit form. 


Ptisl form. 


I'lis-t iitirtii:iph\ 












































































(117) 



f*r( sriif farm. 


/'list jiini) . 


/'fist jitirt ii tpj( . 


i 























(r) [)l';nv niie ddltcd line iiiidci' (Mcll siliuuliir vcrli. 

(/) l)l';i\v l\\(i (lottcil liiirs iiikIci- imi-Ii |iIiii':iI \(tIi. 

((/) l)r;nv (nic \\;ivy line iiiiilci' c'li'li viM'li cxin'cssiiiL; pnst linic. 

( /( ) l)r;iw f\V(i w,'i\v lines iiihIit imcIi \ci'Ii i'.\|ii'cssiiiL;' prcsciil tiriic. 

(/) l)r;i\\ tlii'cc w,-i\y lines niidei- e:icli \i'rli e\|ir('ssiiiL; futnre tiiin' 

(,/) In Seldence 7, (iciiinili III liKidilies 



:ind is, tliei-eforc. all 



Exercise 102. 



E. 



'/'() iivntil itiii f lisioii III I ii'i ( II iiifi ml in s tiiid ini j osil iiiiinl ph rii.<i s. 

AL;:iin i'X|)l;iiM to llii' |inpils lliat in tile preiiositidiial plirase intniduei'd liy In that the prepo- 
sition. III. is followed li\ either a noun or a pronoun as its ohjeet. Iiiil thai in an intinitive the 
/(/ i.s always followed liy a \'erli. 

1. .Mary has ucnie to town to shop. 1'. The 1 oys ha\'e ecme to the ri\'er 1o swim. :l. Shi' calls 

to the lialiy to take care. 4. We wantid to ^^n |o thi' park. '>. llert went lo the pantry to eat 

pie. li. We ])lanned to "o to ('liieaeci this siniiiiii-r. 7. She has uniie to the st(n'e to buy some 

eandy. S. l\:\\ asked to un to the cireiis. 

{<!} Write eaeh phrasi' and inliiiitivi' and tell what it is liy nsinu the rollowinu Torm (]()): 

(1) town is a noun (noun or \erli). Theretore. to town is a pri'posit loiial phrase. 

ll slidji is a \'erli. Thei'el'ore. to shop is an inlinit i\i'. 

(12) is a Therefore, is a 



(2) 



is a Therefore 



;;o 



Thendore, 



Thel'i'fore 



(4) 



'I'lii'rcd'ore, 



(4) 



IS a 
is a 



-. Therefore, 
Therefori' 

(ll.S) 



IS a 
is a 



(5) 



IS a 



Thci'ct'on 



(6) 



(6) 



(7) 
(7) 



IS a 



Therefore. 



is a Thei'efort 



IS a 
is a 



Therefore, 

Tlierefore. 

(8) is a . Tlierefore, 

(8) is a . Tlieref,,re, 

(b) Draw one straight line nnder eaeh sinunlar vei'b. 

{(■) Draw two straight lines under eaeh |ilural \'erl). 

(d) Draw one wav.v line nnder eac'h verb expressing- past time. 

(f ) Draw two wavy lines nnder eaeh verb exj)ressing present time. 



IS a 



is a 



IS n 
is a 



IS a 



Exercise 103. 



E. 



To drill iipim llic (■(iiifiisini} nf itifi iiiliiu x irifli pn jxisdmiial plirasis. 

to pla.v 

to eomjilain 



to use 

to elinib 

to the desk 

to the com|)any 

to knock 

to liny 

to ("hieago 

to advanee 

t(i blow 

to tear 

to Iniild 

to see 

to visit 

to .sintj 

to swim 

to come 

to sit 

to town 

to eat 

to bnv 



to ei'y 
to ehildren 
to the eiren.s 
to do 

to the roadside 
to sleep 
to eateh 
to the oftiee 
to help 
to stop 
to <'ome 
to pla.v 
to ring- 
to throw 
to increase 
to shop 
1 1 1 gi 1 
to her 



) the dog- 

) write 

1 take 

1 know 

1 tire 

1 talk 

) cross 

) the yard 

1 obtain 

I hurt 

I give 

) drink 

I save 

I the travelers 

I the to]) 

) write 

I t he pantry 

I the store 



(a) Draw one line nndm- eaeh infinitive form. 

(5) Draw two lines under each ]ii-epositioiial phrase. 



(11!)) 



Exercise 104. K. 



To triirh jHirikipIcs iiscil (/.< siihjccis, co)np}( inriils. nr (/.■i objects uf prejjositioiis and infinitives. 
It is unnecossMry tn tcaeli the difficult eoncc|i<ioii that participles are sometimes nouns or 
adjectives. Teach |)iipils to recognize participles as siil).i('cts or complements. Make only passing 
mention (.)t' tlieir use as modifiers. Explain that there are three kinds of phrases — prepositional, 
infinitive, and ]iar1icipial. Each is named from the word whicli lieg'ins it; thus, a prepositional 
phrase is introdiiced liy a preposition, an infinitive phrase liy an infinitive, or a participial phrase 
hy a pnrtici]ile. An infinitive or a participial phr;ise contains, besides the infinitive or participle, 
an object (noun or ]»ronoun) with or without a modifier. Hake clear at once that a participle or 
an infinitive in itself does not constitute a phrase. Also, by distinct pronunciation and spelling 
by tile cl.-iss, avdid the confusion of the words "participial" and "participle." 

Date , 191 

1. SinL;iiig iiilrrcslcd the children. 2. Riuiniiiu may strcn^tlien the muscles. .3. She enjoys 
ridini>\ 4. To kiidw that lesson Avill require sonic memorizing. 5. By running fast John is 
determined to \\iii the I'ai'e'. (i. ]'>y climliing the tree the cat escaped from the dog. 7. Cow- 
boys have learned to throw the las.so. 8. We sonielimes may injure a man by praising him. 
y. AVe learn to do l)y doing. lU. (^'atching a l)all somefiines breaks fingers. 11. lie said to go 
swimming. 

(a) Place jiarentheses around all phrases. Draw one line under the prepositions and two 
lines under the participles and infinitives used in the phrases. 
(/)) "Write a list of all partici]iles used as olijects (7). 



( /) ) Draw one wavy line under each verb expressing ])ast tim(.'. 

(c) i^raw two wavy lines under each verl) expressing action in the present time. 

(r/) Draw one dotted line under each verb expressing action in the future time. 

(( 1 Draw t\\ci dotted lines under each adverb. 

(/') Cross out eai'h i)articiple used as a subject. 



Exercise 105. E. 

To teacJi tin (iiinli/sis of plii'asi.s. 



In lieginning plirases have the children use the following (using the first sentence) : "Having 
eaten the lamli" is a |)iirase. introduced liy the pai'ticiiilc Uitviinf calcii. Therefore, it is a par- 
ticipial i>hrasc. Having eaten what? Laud). I'hei-efoi'c. /(/)/< /ms the oliject. j'V/r points out the 
word tainh. Therefore, the is au adjective. 

Later dro|) this form, and have the children say: "Having eaten the lamli" is a partii'ipial 
phrase, introduced by tlic particiide having eaten, liaving for its object tlie noun landi. 

Call upon pupils to give the principal parts of the iri'cgular verbs upon which drill lias pre- 
A'iously been given — sit, wor^, riding, given, saw, lay. beginning, blow, came, lost, lain, drink, 
cut. draw, sav, tear. 

(120) 



Date 191 — 

1. The kins', sittino' xipon a hisli Ihi'din'. woiv a ei'owii sparkling- with diamonds. 2. The 

offieor, riding- a white horse, had given the signal to advanee. 3. We saw some cows drinking 

■from the river. 4. lie is now entting the grass gro-wing- by the roadside. 5. Drawing the sword, 

the captain plunged into the thick of battle. 6. They lay down to sleep, completely worn out by 

the labor. 7. The child, beginning to tire of the toys, now wanted to blow soap bubbles. 

8. Having climbed the cliff, we came to a Imcl i)lain reaching far back to the forest. 9. Lost 

in the woods, the babes had lain down to sleep. Kt The sick child having drunk the refreshing 

medicine soon sat up. 11. Little Inilties beginning to talk frecjuently say amusing things. 

12. The wind now blowing a perfect gale began to tear away the sails. 

(a) Place parentheses around all phrases. 
(6) Draw one line under prepositions. 

(c) Draw two lines under infinitives. 

(d) Draw three lines under participles not a part of the predicate. 

(e) Write the principal parts of the following verbs: cut. draw, lie, say. 

Present form. Past form. I Past purliciiile. 



if) Write a list of all the adverbs (10). 



(g) Write a list of all the ad,jectives, omitting- llie (lo) 



(/i) Write one dotted line under each singular verb. 

(j) Draw two dotted lines under each plural verb. 

(j) Draw one wavy line under each verb expressing past time. 

(k) Draw two wavy lines under each verb expressing present time. 



Exercise 106. E. 

General rcvieir of iii/i)}itiius ami pariiclples. 



Oral — Analyze each sentence of the exercise and have puiiils tell how the partieiiiles and 

infinitives are used. Select each phrase and have pupils tell what kind of a phrase it is. Call 

for the time expressed by each verb and have its principal parts given. Require language form 

for all adjectives and adverbs. 

(121) 



Datr 



191- 



1. II:ivii]L:' cnliii the l;iiiili tlir limi Iny ilnwn to sleep. L'. 'I'lie si|iiiri'cl li;iviiii; luni otf the 
shell I'liiiilied the t fee ti> eat the nilt in saletw :i. Kiiii\\ilie tlie h,-iliits iif the animal tile tra|i|ter 
lay ill wait t(i ealeli liiiii. 4. Bent with aue the man triecl tii eross tlu' street. ."). He dicj not rare- 
for swimmine'. (!. (iiviiiu' alms inilisi'riminately t're(|uently does iii.jur.\'. 7. A AVdrkman. help- 
iiiu' t(i liiiild a iii'w limisi'. saw the driver nt a lar'-ie waumi tryine' In liai'k the horses into tin- \ard. 
iS. lii\iiiL: 111 a lai'ee eity otTei's many (ip|iort ii ii it ii's lo see wDiiderfiil lliines. I). Thi' earrier 
lia\'iiiL;' (list riliiiti'd the letters went hack to the ortii-e to olitaiii anothi'r load. lit. To cross a rail- 
road trael< in fronl u\' a moviiiu train invites I he l<isiiiL;- of life. 

{(I) Write one line under all predieates. 
( /; ) Write two lines under all inlinitives. 
(el Write three lines under all |iarticiples. 
( c/ ) I'laee p;ireiitheses ai'ound all plirases. 

(c ) Selet-t the Verb from each pn-ilieati' and 'j.\\r priiiripal |iaiis. riiderline that form w liieh 
is found in the ju'edieate ( KM . 



/*/■( fi(iif } nriii . 


I*ns/ form. 


I'asf />n rt Iri /il(\ 































































I /■) Write a list of all adverhs i .") i . 



i) Write a list of all ad.ji-i-l i\-es. omittint;' I Ik i14). 



(122) 



Exercise 107. E. 



Date 191 

h'cvific Ttst. 

1. An infinitive is niadc nji nf the si»n and the form of 

the verb. 

2. In an infinitive, the part of speeeh whieh foUows fn is always a In a prepo- 
sitional ])hrase, to is followed by a oi- a 

H. If the ol)jeet of an infinitive is a pronoun, should a subjeet [n'ononn or an objeet pronoun 

be used? pronoun. 

4. Are infinitives modified by adjeetives or by adverbs :' By . 

5. The present i)artiei|ile of a verli ei.insists of the form of the verb and the 

eiidint;' . 

(). When is the ]iresent participle a ])art of tlie predicate? When used with some form of 
as a heli)er .' 



7. When is the past partieiide a jtart of llie jiredieate? When used w itli some form of 
. or with the helpers . and . 



8. If the past partiei]ile is preceded by the helper, liariiifj. is it or is it not a part of the 
predicate ? . 



Exercise 108. E. 

To haih llii nil III ml ivi j'nnii. I 



Do not treat the im])crative as a distinct mode, or form of the verl). Sinqily teach it as the 
present form usi^d in uivini;' commands; that its snl}.ject is always iioii and that th(» subject is 
usually omitteil. 

Date . 1!)1 

1. Drink the medicine. 2. Hun into tile yard. ^5. Come. 4. You may ei, to see her. 7). I 
can climl) that tree by carefully usini;' a ladder. 6. Eat the l}read without seriously complaining'. 
7. You must come to visit us very soon. S. Ilavini;- broken thi^ window so carelessly you must 
pay for it. I), You nuiy wear your new iiat to-morrow. 1(1. She can set the table very taste- 
fully. 11. llaviut;- begun the work you must now finish it. 12. (Jo at once. l:i. lie might lose 
the opportunity by staying away. 14. ]^y eating that candy now yon might not have an appe- 
tite for dinner. 1."). I could easily throw the ball to you. 1(1. At the signal begin to sing. 
17. George would not do anything to hurt the feelings of a playmate. 18. Swimming would give 
exercise. 19. Write the sentence without looking at the copy. 2(1. I can hear the singing quite 
l)hMnly. 21. Set the bowl of milk ujion the table without s])illing. 22. Going at the present rate, 
to stop too cpiiekly might kill us. 2-i. You may go to see him now. 

(a) Place parentheses around all jjhrases. 

(12.".) 



{h} Place oue line inulci' all prepositions. Draw two lines nndrr eaeh infinitive. Draw three 
lines under each participle. 

( (■ ) Write a list of all the adverbs. 



(d) Select the verb from each predicate and give its principal parts. Underline the form that 
is found in the predicate (23). 

Picsriit fiinn. I Past form. ' Past purticiiAe. 



{<■) Write one dotted line under each ])redicate in the singular numln'r. 

(/") Write two dottrd lines undiT I'ai'h ]n-cdica(e in the ]ilural inniilKM-. 

{(j) In Sentence 1, midliiiu is an complement hccausc it does not follnw the 



verb . 



(/(') When the suliiect is ijou, tlii we use the singular or plural form of the verb' 



Exercise 109. 



E. 



To review. 

Expect pupils to give the priiieipal parts of verbs whose past and past participles end in cd 
without previous study. 

Date , 191 

1. I did not tell him to go. 2. I certainly did intend to come more promptly. 3. I do not 

wish you to do that again. 1. You could finish the task in time by working rapidly. 5. Urging 

him at that time would have no effect. 6. He does not wish to do it. 7. He could not possiljly 

have arrived at this time by walking. S. The thief must have entered the house by climbing 

through a window. 9. Watering the plants would have saved them from dying. 10. We do 

hereby grant to \ou the right to use these grounds. 11. The book should have been returned 

more promptly. 12. They did really come after all. 13. Be seated. 14. He might at least have 

a.sked the privilege. 15. The fire might have been put out without raising an alarm. 

(a) Place two lines under all infinitives and three under participles. 

(6) Place in parentheses all of the infinitive and participial phrases. 

(f) Write the principal parts of all verbs, underlining the form that is found in the predi- 



cate (15). 


Present fonn. 


Post 


form. 


Pii^l 


pdrtieiiijc. 








\ 



(125) 



( '/ ) Write M list (if ;ill till' lu'lpei'S (if till' X'itIis ill llir almNC si'iitfilces (l.i). 



(c) What time is exjiri'ssed liy file lielper ila! l>y the helper (/('(/ ? 



(/I In eXfiressiliLl jU'eselit time ill Sentence (i. we use (hiis tcisli ami not ilo Ifisli lieeaiise tllO 

suhjeet. is 

(;/) I'lace line iliitteil line miller eaeh siiiviilar predieate ami two iliitteil lines under each 
plural preilieate. 



Exercise 110. K. 

Tn at iiK II I of ciisc. (iiiil iHirsiiiii. 

Heiianliiiu the treatment of case of iinniis. we may nmit all exeepf fhe possessive ease, which 
is extremely impurtant, as it is the siuiree uf the most frequent eri'ors in written compositiun. 
If is alisiinl to force a ilistinction liefween the numiiiat i\c anil olijective case, for the distinction 
is a purel\' imauinary one. ami error is inijiossilile. It is inie of the amusing stupidities of Ene- 
lisli urammariaiis that lieeause T>atin nonns hax'e case, the L;rammai'ians have forced into Eni.zlisli 
grammar, already eomplex eiioimh. a distinctinii wlmlly nniiecessai'y. and at the same time vei'V 
coufnsini;'. 

()iir priiiiiiiins change their spelliriL; to express the imminative and nli.jective cases, and we 
shall teach that /, In. .s7o , ii'i and IIki/ are "siihjeet'" prinioii lis (which may also he used as 
attriliiite cdiiiplenients I , and that iik . Iiiiii. In r. us and llnni are ■■oliject" ])rononns. .l/i/ or 
iiiiin. Ills. In r or Ini'.s, (»»/■ nr mirs. iimir or iiaiirs. ils. I In w nr I Inn's should lie tau.c'ht later as 
[lossessive prniiiiiiiis with im meiitinii made of the \\'nvi\ ciisr. '^riie terms "nomimitivo oasp'' and 
" iili.iect i\'e ease" need iie\er he mentioned ill the classriinm. Do not teach possessive case, hut 
refer 111 nonns and pninoiins showinu' ownei'ship as possessi\(' iioiiiis nr possessive ]ii'onouns. 

I'arsinu' is a piece of antiipic pedantry which has crept iiiifortiinately into the uranimar 
lessiin. The oh.ji'ct of parsiiiu is to furnish drid iipiui the inflected forms, hut to i^ive it in the 
pi'eseiitcil form reipiire^ Hie pupil alsn tn memorize the order of points named. Thus, our text 
lessons usually reipiire the order nf class, lieiider. persdii. nnmlier, case, and syntax. The oriler 
is useless, except as a prexeiitinn at;ainst omissinn. Vet the chief effort of tlie drill is upon 
rememlieriiiL; llns nnli r. IJesides. the jierson and ease (except the pnssessive) are useless distinc- 
tiiiiis. and the ipiestidii nf Lieiider is niih iiiipiirtaiil ill the case of a very few nniins and is rai'ely 
siili.jcet tn error. III order tn cet the must iiiit nf drill. We must lia\e the attention focused upon 
the essential point, and mie niily, or its fnrcc will lie Insl . Wc need tn know the class, nnmlier, 
and use nf wnrds: therefnre, let us ask fnr these, line at a time, sn that the pupils' attentimi will 
111' ci'litcrcd. Thus, in the sentence. Tin In id nf I'dllh frii/li I ( in <l lln ciiii iili ss. the matter nf the 
person nr gender of In nl is useless and iiiinseiisical. 

The laiii^natie form tn he fiilhn\ed is as fnllnws (iisiiiL;' the first sentence): 

"L-5oy's"" is (I'lniini siniiriiifi mr iirrsin /i nf iiA'r. 77o /v/on . " buy "s" i.s n ixississin innni. 

Teach that Hie pnssessixe iiniill is sili'jillar when fhe apostrnphe and .s- have heen added to the 
sinunlar form nf fhe reunlar iiniiii. II' an apnstrnplic alone, nr an apnstrophe and .v haxe liceii 



juklril til tile pliiriil I'lniii of I he rcL^iihir hdiiii. then the possessive noun so formed is iilso plural. 
IMake it clear that the singular possessive noun is usually formed by adding' an apostrophe and .s- 
to the singular form of that noun; that the plural jtossessive noun is formed by adding only an 
apostro|)he when the noun ends in .v. l)ut that an apostrophe and s are added when the plural 
form of the noun does not end in .v. Call for the numl)er of eaeh possessive noun and have pupils 
tell why it is spelled as it is in each instance. An oral drill upon singular and plural forms of 
nouns previously studied is very essential here. 

Date . 101 . 

1. The boy's hat must lie in the yard. '2. The cow's calf lias been sold. ):!. The teacher 

could send some one to hang the children's cloak's upon the pegs. 4. The sun's rays were 

shining fiercely uimn the hot desert, blinding the traveler's eyes. 5. Having shaken the bottle 

the mischievous boy threw away two teaspoonfuls of the bal)y's medicine. 6. He ought to have 

learned the lesson from somcboilx else's bdok. 7. The Counti'y Clnb's rules foi'bade sliootiiig 

deer during certain months of the year'. 8. The soldiei's' guns stood in the rack. !l. Despite 

the captain's efforts the shij) sank. 10. The young l.iirds hearing their mother's call tiew to 

her. 11. Inrush the childriMi's clothes. 

ia) Write each possessive noun, and innnediately after the noun write whether it is singular 
or ])lurril in number (12). 



(127) 



{b) Select all nouns from tlie above sentences, write the singular and plui'al forms of the 
noun, and also the singular and plural possessives of the same nonn (39). 



Sing}ilar itunibei: j Phniil niimhrr. 

boy boys 


SiiKjuJur possess! rr. 

boy 's 


Plural possessive. 

boys ' 
















































































1 




































































■ 






















. 











































(12S) 



(c) Underline all predicates. 

(d) Place parentheses around all phrases. 

(e) Draw two lines under eacli infinitive. 
(/) Draw three lines under each participle. 



Exercise 111. 

To drill upon possessive nouns. 



E. 



Date- 



-, 191 — 



1. The mother, worn by two weeks' nursing of the sick child, now slept soundly. 2. Huge 

rocks, loosened by the continuous rains, have slid down the mountain, crushing the miners' 

cabins. 3. He ought to have had two years' experience. 4. We spoke loudly to hear the echoes. 

5. According to the legend, men sprang from the dragon's teeth sown by Cadnuis. 6. Good 

fairies have spent much time in undoing wicked fairies' mischief. 7. The Indians' wretched 

captives now stood before the tribe's chief. 8. The detectives found the thieves' plunder hidden 

in the women's trunks. 9. The mice ought to have been more careful in stealing the cat's food. 

10. The witness has sworn to tlie statement, positively fixing the suspect's identity. 11. The 

Indian's arrow, hitting the roof, stuck harmlessly into the wood. 12. By weeping the prisoner 

hopes to win the judge's mercy. 13. The ln-ro's motto, taught him at a mother's knee, had 

ever been to tell the truth. 11. The general had thought to take the enemy's fort. 15. The 

man's friends ought to have known better. 

(a) Write the regular singular and plural forms of all nouns, and also the singular posses- 
sive and the jjlural possessive forms of the same nouns (50). 

Shipidnr niimhrr. | Plural ninnhrr. Siiifiiitur possessive. Pliniil ;)os.sc'.«.sit.'C. 



9 — BIIL 15 



(120) 



Siiif/iilii r iunnJjcr. 


Phirtil iimnher. 























































































































































Sin'jitJf/r ixjsscssivr. 


Pliinii possessive. 























































































































































(130) 



(h) Draw oue straight line iiiiiler each participle which is not a pai't of tlic [)icilicate. 
(f ) Draw two straight lines under each predicate. 
(d) Place parentheses around all i)hrases. 
((') Draw one dotted line inider each adverb. 
(/■) Draw one wavy line under each intiuitive. 
((/) Draw two wavy lines under each possessive noun. 

(//) In Sentence 7, the apostrophe is placed after the final x in fin] inns' hecau.se Indians' is 
in the nunilier. 



Exercise 112. E. 



To fcach Hit pranoniis its<<l ns siihj(<is and dllrihiifc coniplcnuiils. 

The old device of requiring- a declension of the pronouns might have been a good device if 
results had been obtained by tlie use of it. But pupils had little more tendency to use the nom- 
inative form as the subject or attribute complement after memorizing the declension than before. 
The same is equally true of the ob.iective forms. We shall teach that the pronouns 7. you, he, 
she, if. we and they are subject pronouns and that me, you, Jtiin, her. it. us and them are object 
pronouns. Later we shall treat the possessive pronouns. There is no need of ela.ssifying these 
pronouns with reference to gender for no errors currently arise through lack of knowledge of 
such a classification. Tell pupils that of the subject pronouns /, you. he. site and it are in the 
singular number and that we and they are in the plural numlier; that of the object pronouns 
me, you, lie, she and it are in the singular number and us and IIk m are in the plural number. 
No special emphasis is needed with reference to the number of the various pronouns for errors in 
their number use are very rare. Pupils need to realize that certain subject pronouns are singular 
and certain others are plural in order that the proper agreement between subject and predicate 
maj- be made. They should also know the number of the object pronouns in oi'der tliat a proper 
agreement is made between the pronoun and its antecedent. 

The subject, object and possessive forms of the relative pronouns will be studied in another 
exercise. 

It is not necessary to have the compound pronouns memorized, but simply read over for recog- 
nition. Teach, however, that the forms "hisself" and " theirselves " are incorrect. In the same 
way have the class read over the list of adjective pronouns, but do not require them to be mem- 
orized, nor to use the term adjeetive pronouns. Simply call them pronouns. It is unnecessary 
to teach the classification of pronouns as personal, interrogative, and adjective. No mistakes 
occur which may be corrected by these classifications, and their existence in the text is simplv one 
of the unnecessary pedantries which makes grammar complex and difficult, without adding to its 
usefulness. The misuses of pronouns will be taken up later; as for the present, we must concen- 
trate our attention upon the mastery of forms: until these become thoroughly recognizable, it is 
useless to attempt correction of errors. 

In teaching the present exercise to the i)upils, speak only of the above mentioned facts which 
relate to subject pronouns ; namely, that certain of the pronouns ma.y be called the subject 
jironouns and that these subject pronouns may not only be used as subjects but also as attribute 
complements. Incidentally bring out the fact that we and fJiey are plural in number and all 
others are singular. Review orally attribute complements before dealing with 1hi' sentences of 
this exercise. 

(131) 



Date- 



-, 191 



1. lie has Hed to seek shelter. 2. Wearied by the long tramp, they now thing tlieniselves 
upon tlie ground to sleep. 3. You get the ball. 4. We have never before heard snch sweet sing- 
ing. 5. I have ground the knife upon the grindstone. 6. She knelt before his grave in prayer. 
7. It is lie. 8. It was she. 9. lie hit his mark. 10. It is I. 11. She let my cat into the house. 
12. It was they. 13. It might have been I. 14. Was it she ? 15. It will be I. 16. It must have 
been they. 17. It shall be she. ]8. It could not have been he. 

(fif.) Tell why the pronouns are used as above l)y filling in the blanks (18) : 

(1) We use the subject pronoun, he, because he is the subject of the sentence. 

(2) We use the pronoun, , because is the 



(3) We u.se the 



(4) We use the 



(5) We use the 



pronoun. 



pronoun. 



[ironoun, 



(6) We use the 



(7) ((_)mit the primoun (7.) We use the 
because is the 



(8) We use the 



;9) We use the 



10) We use tlie 



(11) We use till' 



( 12) We use thr 



(13) We use thr 



'U) We use the 



(15) We use the 



(16) We use the 



|)ri:)nouu. 



pronoiui. 



proniiun. 



lU'oiKiiin. 



prouDun. 



pronoun. 



proiKiuu. 



pronoun. 



because 



-, because 



-, because 



-, because 



pronoun. 



liecaiise 



because 



^. t)e(';iuse 



-. because 



because 



because 



bccaus 



is the 



is the 



is the 



is tilt 



is the 



is the 



is the 



is the 



is the 



is the 



is the 



is tli( 



is thf 



n32) 



UT) We use the 



lu'onoun. 



because 



is the 



(18) We use the 



pronoun. 



because 



is tlie 



(b) Place parentheses around all phrases. Draw one line under the prepositions. Draw two 
lines under the infinitives. Draw three lines under the participles. 

((') Draw a wavy line under eacli predicate. 

(d) Write the principal parts of all verbs found in the predicates, infinitives and par- 
ticiples. (Omit verbs in Sentences 12 to 18.) 



Present form. 


Past form. 


Past participle. 
















1 



(e) Only the 

(/•) Only the 

{g) The sub.iect pronouns 



]ironouns are used after the verb be. 
pronouns can be used as the su1i.ject. 



and 



are plural and all others 



are 



Exercise 113. E. 

To liacli Ihe object pronouns. 

Explain that me, you, him. her. if. us and tltein are object pi-onoun.s and that all are singular 
except us and them, which are plural. Tell the pupils that these ob.ject pronouns are to be 
used (1) as object complements, (2) as objects of a preposition, (3) as objects of an infinitive, 
and (4) as objects of a participle. They are never to lie used as the subject or attrilmte com- 
plement of the sentence. 



(133) 



Date 



191 



1. We liii\i' seen her 111 llic city. 1'. Tlicy have si'iit him to find lu'r. :l She knew thciu liy 

siiilit. 1. 'J'hal liall iiiii^iil siriki' us. .">. II, ■ swiiiil; the vi<\u- ardiind Mary's hcail merely to 

t'ri.i;hten her. (i. Do not leave me. 7. The l)laeksniith skilfully shod the horse for him. 

S. Where may I find you? I). C'alliuH' to him the idiild ran after him. 10. Do you know them? 

11. KnowiuL;' him sn well. 1 hey ean not have forudtteii him by this time. 12. lie laid the book 

befoi'e hi-r. 1:{. They trii'd In lind he)-. 14. Shi' has liiiiiled tliem r-verywhere. To. Having sent 

liiiii uiion an eri'and. she sal down to awail his return. Ki. Ilaviui;- eanuht the ilo^-, they shut 

liim in the kennel. 17. lie has huilt a house for them. Impini^' to keep ihem near him. IS. The 

hees will stiuLi ns. 111. AVe wished to see yon ye.sterda.v . I'd. C'ntting him aeeidentally with a 

knife, .she ran for the doctor. 21. They should liavi- heanl us eallinu them. 22. They ran away 

from me. 

(a) Seleet eaidi pi'duonn of the first S seuteiii-es. tellinu whetla-r it is the suli.jeet or object 
form and wli> the fnrni is used by tilliiiL; out the follnwini;' blanks: 
(1) We use the suli.jeet pronoun. \\r, because it is the suli.jeet. 

(1) We use the ob.jeet ]ironoun, hi'i-. because it is the ob.ject of the veiOi. have seen. 

(2) We use the iiroiiouu. . because is the 



(2) We use the 



proiHiiiii. 



because 



( 2 ) We use th 



because 



(H) We use the 



C^) We usi' the 



lironoiin. 



pronoun. 



liecaiise 



liecause 



is the 



is the 



is the 



is the 



(4) We use the 

(5) We n.se tlli' 
(5) We use the 



(G) We use the 

(7) We use the 



(S) We use the 
(S) We use the 



prnlKillU. 

proiioim. 
)>roii(iiiu. 

pronoun. 
proiKiuu. 

pronoun, 
pronoun. 



-. liecausi' it is the - 

-. becausi^ it is the - 

-. because it is the 

-. bei-anse it is the - 

-. because it is the 

-. because it is the - 

-. because it is tiie 



(/>) Draw one straight liin' under each predicate. 

(134) 



(c) Draw two straight lines under each participle not used as a part of the predicate. 

(d) Draw three straight lines under each infinitive. 

(e) Draw one dotted line under each adverb. 

(/') Draw two dotted lines Under each adjective, omitting tlte. 
ig) Place parentheses around each phrase. 

(/() The ob.jeet pronouns can be used as the object of the , as object of the 

. as object of the , and as object of the 



(i) The object pronouns can never be used as the nor as the 

complement. 

(j) The object pronoiuis and are plural and all other object 

lU'onouus are 

(k) Any object pronoun must linve the same luunlier as the for which it is 

used. 



Exercise 114. E. 

To teach i)oss<ssivc pro)wiins. 

Tell the class that there are pronouns that sliow ownersliip just as there are nouns tliat show 
ownership, and that these pi'onouns are possessive. They are nnj or ntiiic. your or yours, wliosc, 
his, her or Iters, its, our or ours, and their or theirs. Show them that all are singular except our. 
ours, their and theirs. Your or yours, aud ivliose may be either singular or plural. 

The possessive can be treated as a modifier of a uoun understood. The fourteeutli sentence 
really means. "Tlie apple you have is her apple." In the case of the pronouns, the form mine is 
equivalent to ray (house), hi.s to his (hat), theirs to their (papers), etc. It may be easier to treat 
the eonstructi(in in most cases, however, as an exception. 

Dat§ , 191 

1. Each lias borne his burden. 2. To sing had been her delight. 3. Our boys have beaten in 
the race, winning the prize, -t. The captive besought his captors to let him go. 5. They have 
dwelt upon their (iwu laud. 6. Give me your promise. 7. 'Sly wish is for you to put the little 
bird back into its nest. 8. Whose hat is this? 9. That tall white house on the corner is mine. 
10. Tlie hat on the last hook in the hall is his. 11. The book was his. 12. The papers proved to 
be theirs. 13. They told to us the truth. 14. The apple you have is hers. 

(a) Find the pronouns in the above sentences by filling in the following blanks. 

(1) We use the i)ossessive pronoun, his. because it shows ownership of burden. 

(2) We use the pronoun, , because it 



(3) We use the pronoun. , because it 



(4) We use the pronoun. , because it 

(1.3.5) 



(4) We use the pronomi. . beoaiise it 



(5) "We nse tlic pronomi. . because it is the subject. 

(.5) We use tlie pronomi, , because it 



(6) We use tlie pronoun, . because it 



(7) We use tlie pronoun, . because it 



(7) We use the pronoun, , because it 



(7) We use the pronomi, , because it 



(S) We use tlie pronomi, . Ijecausc it 



(9) We use llie liroiioiiii, , lieeause il 



(10) We use the pronoun, , because it 



(11) We use the pronoun, , because it 



(12) We use the pronoun. , because it 



(13) We use the pronunn, , liecause it 



13) We nse tlie ]ironomi, , because it 



(14) We use the pronoun, , because it 



(/)) Draw line straight line under each predicate. 

((■) Draw two straii;ht lines under each participle not a jiart of the predicate. 

(d) Draw lliree straight lines under each infinitive. 

(c) Draw one dotted line under each singular predicate. 

(/■) Draw two dotted lines under each plural predicate. 



Exercise 115. E. 



Date , 101 

C iiiiiiiliil in III ni ir Ti si . 

1. Draw one line nmlcr (■;icli of the snbjn'l pi'onoiiiis in the followiuL; list of words: I, my. 
mine. iiio. ymi. ymii'. yours, lie, his. him. Iin'. slic. hrrs. its, it, us. our. we. oui's. thcni. Wn'x. tlieii's. 
their, whose, 

2. Draw t\vo lines uiidei' c-ich object piomnui in I. 



3. Draw three lines under each possessive pronoun in 1. 

4. The only kind of a pronoun that can be nsed as the subject of a sentence is one of the 

pronouns. 



5. The only kind of a pronoun that can be used as the attribute eomplenient of a sentence is 
one of the pronouns. 

6. The only kind of a jDronoun that can be used as the object of a verb, as the object of a 
preposition, object of a participle, or object of an infinitive is an pronouu. 

7. Possessive nouns and possessive pi'onouus show 

8. Draw one line ^^uder each singular possessive noun and two lines under each plural posses- 
sive noun in the following list: boy's, boys', cow's, children's, child's, sou's, traveler's, baby's, 
babies', soldiers', captain's, mother's, miners', dragon's, fairies', fairy's, Indians', tribe's, thieves', 
hero's, heroes'. 

9. Write the singular possessive forms of the following nonns : boy ; cow, 

; child, ; sun, . ; baby, ; soldier, 

; captain, ; hero, ; fairy, 

10. Write the plural possessive forms of the following nonns: boy, ■ ; cow, 

; child, ; baby, ; soldier, ; cap- 



tain. ; fairv, ; hero, ; man. 



woman, 

12. When no subject is expressed in a sentence what is the subject that is understood to be 
there? • . 

13. Should yon use the singuhu- or the jilnral form of the verb with the subject !Jou'! The 
form. 



14. When is the present participle a part of the predicate? When used with some form of 
as a helper. 



15. When is the past participle a part of the predicate? When used with some form of 
or with the helpers , or 



16. Is it correct to use the past participle without a helper when it is the predicate? 
Is it correct to use the past form of the verb without a helper when it is the 



predicate? 

17. Which form of the verb is -never used with a helper? The form. 

18. Singular verbs usually end in and must be used only with subjects that 

are in the number. 

19. The helpers /(OS, w, M'ff.s, and 'cZofs are alwaj'S used with subjects in the 

number, and never %vith subjects in the . number. 

20. Can we express past time by using the past participle without a helper ? 

Wliat form must be used without a helper to express past time? The form. 

21. The present forms of the verb he are , , 



and We use am witli the subject , arc with all subjects in the 

number and also with the singular subject , and *.s with all other 

subjects in the number. 

22. The past forms of the verb be are and . We use ivcre 

with all subjects in the number and also with the singular subject 

We use M'os with all subjects in the number except 

23. What kind of a complement alwavs follows the verb be ? An complement. 

(137) 



Exercise 116. E. 

To icach degree of adjecdces. 

Write the sentence. ''John is tall. Prank is taller than John ; bnt James is tallest of the three." 
Draw from the class that there are here expressed three decrees of height — tall, taller, and tallest. 
Illustrate with a few otlier adjectives, hard, swift, strange, chea]). Ihat the degrees are expressed 
by (')■ anc.l (sl. Then write in column the comparison as follo;vs : 

I'lisiliic (Ill/ICC. Comparative degree. Supcrlatirc degree. 

tall taller tallest 

hard harder ■ hardest 

swift swifter swiftest 

strange stranger strangest 

cheap cheaper cheapest 

Have the words iiosiiivc. coiuparativ( . and sii perlatire siielled and pronounced. Tell the class 
that the compai-ative degree is usually formed li.\- adding ( /■ and the superlative l>y adding est. 

Exjilain that we use the comparative form of the adjective when two persons or things are 
being compared, and that we use the superlative form when more than two jiersous or things are 
being comjiared. 
Compare : 

Posilire. Compuralire. iSuiJcrlulire. 

strong 

large 

small 



long 



ripe 



grand 



short 



young 



easy 



happy 



Exercise 117. E. 

To ri vi( If iiiiii piinsii}! of a(fj(ilire^. 

Ke(|uire the class to select the adjectives, uame the degree empluyed, and to compare them. 

Anal\'ze tiie sentence with obsm'vauee of pi'onouns, infinitives, participles, etc.. reipiiring 
review. 

Dab- , 191 _. 

1. We saw the older birds i'eediug them. '_'. 1 sent her to get for me some larger pieces of 

cloth. '■'). The smallest eliild was riirried by the mother. 4. The tall a)ipli> ti'ee growii:g near 

onr barn is now beai'ing the sweetest fruit. 5. They have asked us to meet her at the earliest 



train. 6. A licalthier lueatidii i-oiild not be found for her. 7. ()nr pine tree is growing- taller, 
8. A fuller confes.sion ninst be wrung fi'oni him. 9. They are beginning to be frightened 1jy the 
fierce growling of your largest dog. 10. Bring your smallest hat to me. 11. The youngest boy 
in the class has been chosen to go for you. 12. 'Sly fatlier has liought a faster jiony for irie. 
13. Texas is the largest state in the Union. 1-1. The swiftest runner will be sent upon this 
errand for them. 15. Traveling is now easier. 16. John has been heljjing iiis younger lirother 
to carry tlieir wood into the liouse. 17. The ripest apjiles have fallen to the ground. 18. The 
largest piunpkins in the state are grown by him. 111. Having known him so long we were puz- 
zled by liis strange licdiavior. 

(a) Draw one line under all adjectives in tlie positive degree, two lines under ad.iectives in 
the comparative degree, and three lines under ad.iectives in the superlative degree. 

(5) "Write a list of all subject pronouns that are used either as subjects or attribute comple- 
ments in the above sentences (5). 



(c) Write all oliject pronouns which are the objects of the verb (2). 



(cZ) Write a list of all object pronouns which are used as the olijeets of prepositions, infini- 
tives or participles (11). 



(c) Write a list of all the possessive pronouns used in the above sentences (8). 



(/') Draw one dotted line under each singular predicate. 

(g) Draw two dotted lines under each plural predicate. 

(/() Place parentheses around all phrases. 

(i) Draw one wavy line under each participle which is not used as a part of the predicate. 

(j) Draw two wavy lines under each infinitive. 

(/i) Write a list of all attribute complemenls (2). 



(139) 



Exercise 118. E. . 

To icach comparison of irregular objectives. 

Assien the comparison of irregnilar adjectives for momoriziug by the pupils. 
E.xphiin, in assigning the lesson, that a number of adjectives are compared irregularly, and 
that these are the most connnon sources of error. 

Positive. Coniixiratiic. Siipcrlalicc. 

good Ijctter best 

bad worse worst 

well better best 

little less least 

much more most 

Date , 191_. 

1. The best compositions written by tlie older pupils have been hung upon the wall by their 
teacher. 2. The men are now repairing the worst street in our city. 3. Weli.ster was regarded 
as the foremost orator of his time in our co\uitry. 4. John being the strongest was the first to 
reach the top. 5. We found him in flie farthest room. fi. They were sitting under the tree 
eating the ripest peaches. 7. The largest trout ever caught in our lake was taken out by her 
last week. S. We intend to send her 1o tlie country next month. [). William is now makint:- 
more effort to writi' neatly. 10. This is tlie last sentence in this exercise to be analyzed. 

((0 Draw one line under each adjective in the positive degree, two lines under adjectives in 
the comparative degree, and three lines undej' a<ljeetives of the superlative degree. 
(b) Write all subject ]n-onouns used in the above sentences (3). 

I (•) Write a list of all the object pronouns used in the above sentences (3). 

id) Write a list of all possessive pronouns used in tlie abo\'e seiitenci's (3). 

\c) Draw one wavy line under eacli predicate. 

(/) Draw two wavy lines under eacli jiarticiple not used as a i)art of the predicate. 

(;:/) Draw one dotted line under each adverli. 

(A) Place parentheses around all phrases. 



Exercise 119. 

Ciiiii pavison hy mcaus of more, less. )itosl, and least ; also comparison of adverbs. 

Take up the forms of comparison rc'iuiriug the use of more, less, most, and least, and also the 
comparison of adverbs. Do not introduce the forms of more and less, and of most and least. 
under the terms of ascending and descending comparison. Simply treat more and less as com- 

U40) 



parative signs, 
forms : 

Pusififc. 

wiseh- 



Require as written work, after some oral explanation and drill, the following 



studions 

pleasant 

firmly 

earnestly 

beautiful 

honest 

wonderful 



Comparative. 

more wisely 

or 
less wisely 
more studious 
more pleasant 
more firmly 
niore earnestly 
more beautiful 
more honest 
more wonderful 



Siipcrluticc. 

most wisely 

or 
least wisely 
most studious 
mo.st pleasant 
most firmly 
most earnestly 
most beautiful 
most honest 
most wonderful 



Exercise 120. E. . 

I'o review comparison of adjectives and adverbs. 

Oral — Have all sentences analyzed and the points upon which the questions for written work 
are based thoroug'hl.y covered. 

Date , 191 . 

1. Mary, being the eldest in the family, is permitted to sit up later in the evening. '2. To 
liave told her sooner would have been cruel. 3. Tom, having earned more money, is going to buy 
a better bicycle. 4. In the race of the younger bo.ys, John ran the fastest. 5. She will be 
going to the city next week to buy it. 6. Mary is now studying more earnestly. 7. I have seldom 
seen a more beautiful sunset. 8. We next met them in Oakland. 9. They approached him less 
(juietly. 10. The latest facts have been laid before us for careful consideration. 11. He pleaded 
most earnestly to be given his liberty. 12. These thoughts were uppermost in his memory. 
13. She studied least persistently of any pupil in the class. 

(a) Write in a column tlie comparison of all adjectives in these sentences that are capable of 
comparison (10). 

Positive. Comparative. Superlative. 



(141) 



(//) Write ill ;i culnniii all adverbs in the aliove seiitenees that ai'e eapable of comparison (10) 

I'li^ilnt. I '(Dii intnit ill . S II prrlafirr. 



((■) Plare parentheses around all phrases. Draw one line under the i)ar1 icipirs and two lines 
uiLder the iiilinif ivi-s. 

( </ ) Wi'ilr all siilijeet ]iron(inns found in llie above sentenees (5). 



(r) Write all olijeet pronouns found in the above sentenees (5). 



(/'j Write all possessive pronouns found in tlu' above sentenees (2). 

I;/) Draw one dotted line under eaeli pi'edicate in tlie singular nuiiibri'. 
ill) Draw two dotted lini^s under each |iri'diea1i' in tln' jilural nnnib<'r. 



Exercise 121. 



E. 



Date 



J,'< ri( If T(sl . 

1. We form the eonipai'alive deu'ree of most ad.jectives and ailvci'bs l)y addini 



191- 



\n the 



decree. We form Ihc superlative deuree of must ad.jectivi^s and adverbs 



)v addiuu' 



to the 



deu'i't 



2. Write the eomiiarative and superlative dejiT'ee forms of the following;': tiiiod. 



bad. 



.: well. 



little. 



nnieh. 



3. ('omjiare the follii\\ine' : stuilions. 



pleasant. — 
wonderful. 



lieautifnl. 
-: honest. 



firmh 



wiselv. 



4. We never use iiiaiy in i;ivine' the eomiiarati\'e of those ad.jeetives and adverbs when their 

eomiiarative has been already formed by addint; to the positive. 

6. AVe never use most in uiviie..; 1lii' superlative of those ad.jeetives and adverbs when their 

snpei-iati\-e has idn^ady bei'ii runiied by adding' to the positive. 

iU-2) 



7. We never use or to form tlie comparative and superla- 
tive forms of the following : good, had. 

8. Do adjectives or do adverbs modify verbs ? modify verbs. 

9. Do adjectives or do adverbs modify nouns? modify nouns. 

10. May an adjective or an adverb be used as an attribute complement? 

ma.y be used as attribute complements, but can not. 



Exercise 122. E. 



To teach connrctives, compound subjects and compound complements. 

The connectives, and and or, together wilh the compound form of the subject and complement 
are introduced in this exercise. We wish the pupils to learn the character of this new part of 
speech and to comprehend the idea of a compound office. 

By means of tlie first sentence show that and. is used to "connect" man and boij. and say 
that it is a "connective." Teach the spelling of tlie word connective. Go through tlie sentences 
orally, selecting the ands and ors. Explain that if the words connected form the sul)ject of the 
sentence that the subject is compound; if verbs are connected we have a compound predicate; 
and if complements are connected the complement is compound. 

Do not attempt during the study of connectives to classify them as "Subordinate" and 
"Coordinate" conjunctions. Such a classification is unnecessary for no errors are made by 
reason of ignorance of such classification. It is sufficient to know that certain words are con- 
nectives. 

After having selected the connectives, next refer to the number of each predicate. Explain 
that subjects connected by and are always plural and require a plural predicate. Singular sub- 
jects connected by or require a singular predicate; but plural subjects connected by or require 
a plural predicate. Emphasize this difference between the number of the predicate following 
subjects connected by and and or. 

Date , 191 

1. A man and a boy were hurt in the accident. 2. The girl and her mother were known to 

man.y of us. 3. Robert and his playmates are having a most exciting game of ball in the vacant 

lot. 4. Mary's mother and grandmother have gone to the city to buy a new dress for her. 

5. The cat or the dog must have been eating it. fi. We keep a horse and a cow. 7. It must 

have been an owl or a bat flying in the dark. 8. They hung their hats and cloaks in the liall. 

9. Shall we study our grammar or our spelling? 10. The lion and the lamb lay down. 11. John 

or Frank has been here. 12. The l)oy or his friend is coming. 13. The boys or the girls have 

been here. 14. A horse or a cow has broken the fence. 15. A horse and a cow have broken 

the fence. 

(a) Draw one straight line under each compound subject and compound complement. Draw 
two straight lines under the connectives. 

(]-l3) 



(/<) Wi'ite a list of all the possessive pronouns used (5). 



(r) What possessive uouu is used in Sentence 4? 

(d) Write the predicate of caeh sentence in one column, its nunilier form in the second, 
column, and the subject in the third (15). 



f'rrtjictite. 


Numltci: 


l^iihjrct. 




























I 

























































(t) Write all of the subject pronouns (i). 



(/■) i'hice i)aren11ieses around all phrases. 

((/) Find \\\o attrilnile complcmenls in tin' above sentences (2). 



(/() Draw a \vav.y line under the infinitive in Sentence 4. 
(0 Write all the object complements (10). 



Exercise 123. E. 

Til litich ciihipoii )i<] iiridicafcs. 

J>oth verbs in a i'om])ound jiredieati' iiuist auroe with their subject in numfier. Caution puidls 
against the use (d' one singular and (nic plural verb in the same compound predicate. 

( 144) 



Date I'Jl 

1. Ji.)]iu".s niother eoiiibed and linislicd liis liaii'. 1'. Tlie Spaniards explored and coniiuered 
Mexico. 3. We have worked and proved all our examples. 4. The mwi and boys cut and carried 
the wood to make the bontire. 5. The women and Ljirls spread the Innch and afterwards washed 
the dishes. G. Sijuii-rels en- wooil rats have day these lioles and made the mounds of earth. 
7. Kind men and women have sent food and clothes to the shii^wrecked sailors. S. You may 
stand or sit. II. We must build a fire or freeze to death. 10. You or I pick and cook the corn 
and tomatoes for dinner. 

(a) Draw one line under each verl) in the aliove componnd predicates and two lines under 
the connectives used to connect them. 

{b) Draw one wavy line under each noun or pronoun in the above compound subjects ov com- 
pound comi^lemeuts, and draw two wavy lines under the connective connecting the words. 

(c) Write the possessive pronouns (2). 

(/') Draw one dotted line under each subject pronoun and two ddtled lines under each object 
pronoun. 

( y ) Write a list (jf all object complements (13). 



( /( ) In Sentence 10 wi- use 1lic plural verlis, atid . as jiredi- 

cate becatise the singular sulijects / and )/"" require a plural verl). 



Exercise 124. !•;. 



To teach compound inodipfrs: review of i)yiiiclpal penis niiel verb forms. 

Compound modifiers, in the form of adjectives and adverbs and compound objects of infin- 
itives and participles, are introduced in the lesson. In all instances of pronouns, use the oppor- 
tunity to drill upon their forms; ask why each is the fVirm it is. Drill alsn upon all clciiienls in 
review — principal parts. nund)er and lime for.ns of verbs, etc. 

1. She and he are coming with you and me to see the lion and the tiger. 2. We are setting 
a trap to catch a fox or a coon. 3. Ijeriving her and him at their home, we next went to call 
upon the doctor and his wife. 4. Is digging clams and oysters fishing or agriculture? •"). Spad- 
ing or hoeing in the garden will give strength and health to yi)n a:!d me. 6. You or I must 
lie bringing the wood and water. 7. He has tried seriously and earnestly to live an upright 
and honest life before God and man. S. Siich a dreadful and unexpected calamity coi;l,l not 
happen to them or us. 9. The ship was driven fiereel.v and suddenly upim the rocky and trcach- 

10— BULl."i (145) 



erous eliffs. 10. Ilavinu' lost his friends nnd mdiiev, ho is now seeking to obtain a fresli foothold 



in a new and unknown land. 



Date- 



191- 



(a) Draw one straight line nuder each eoniiiinnid predicate, compound siibjeet and com- 
pound complement. Draw two straight lines nuder the connective in each case. 

(&) Place parentheses around all compound ohjeets of prepositions, intinitivcs and i)articiples. 
drawing three lines under each preposition, intinitive and participle. 

(c) Draw one wavy line under each eonip<_iund nioditier and two wavy lines under the con- 
nective nsed to connect them. 

((/) Draw one dotted line under each singular predicate. 

(f.) Draw two dotted lines under pach plural predicate. 

(/') Write the participial )ihrase in Sentence 10. 



( ;/ i Wi-ite a list nf all the infinitives (o). 



(/() Select all .subject pronouns. Write the in'iUKiun in the first column and its predicate in 
the second eolunni. Write whether singular oi' plural in the third cohnnn (S). 

Subject pronouns. Predicate. J\'uinhcr. 



(i) Write a list of all object pronouns by filling in the blanks (8). 

(1) The object pronoun you is the object <if the preposition, with. 

( 1 1 The object pronoun is the object of the 

(3) Tlie object iironimn is the object of the 

(3j The object pronoun is the olijeet of tlie 

(5) The oliject proiidun is llic ulijcct of the 

(5) The object iiniiKiun is the object of the 

(8) The object |>ron(inii is the object of the 

(S) The object pronoun is the object of the 

(j) Write a list of the possessive i>ronouns fimnil in the aljove sentences (3). 



(k) Write a list of all the participles that are not a part of the predicate (5). 



(14G) 



Exercise 125. E. . 

To teach or and nok connecting plirases. 

Phrases connected by and or or are the new construction in this exercise. Carefully drill upon 
all reviews as directed in the previous exercise. 

Date , 191 

1. Troops were sent by land and by sea to prevent the enemy from invading our country or 
attacking' our cities. 2. The package will doubtli'ss be bmught to you or to me to-day or to-mor- 
row. 3. After so much hurry and bustle she slninld bi' ulad to sit quit'tly cm a chair or lie 
down and rest for a while. 1-. We shall soon begin to write our compositions or stud.y spelling. 
5. You ought to know the poem and be able to recite it. 6. They have tried coaxing him and 
threatening him without avail. 7. He came to see me and ask a favor. 8. She has had no oppor- 
tunity to go to school and obtain a sound and thorough education. 9. The ship, with passengers 
and crew, has been lost. 10. To eat or to be eaten is the problem of life for fish and for frogs. 
11. Indians obtained their living chiefly by hunting and liy fishing. 

(a-) Draw one straight line under each compound phrase and two straight lines under the 
connective wdiich connect two phrases. 

(b) Place parentheses around all adjectives or adverbs connected by connectives and draw 
two straight lines nnder each connective connecting them. 

(c) Draw one dotted line nnder each singular predicate and two dotted lines under each plural 
predicate. 

(d) Draw one wavy line under each participle not used as a part of the predicate. 

(e) Draw two -wavy lines nnder each infinitive. 

(/') Write all the possessive pronouns found in the above sentences (4). 



[g] Write a list of all the object pronouns used above (5). 



(/() Write a list of all the suliject pronouns used above (6). 



(i) Write a list of all prepositions used above (16). 



(147) 



Exercise 126. K. 

Til ti avli till ciiiii jKiii ml ,s'( iiti'iiii : n rnif nf foii iiicl ires. 

Explain tli.-il sonic sentences liavc what at lirst look's like two or more sentences eonibiued in 
one. Use the ferni "clansc. " Two or more clauses are connected liy connectives, thus forming 
cue sentence. Jl jnay add clearness for the teacher to diagram a few of the compound sentences 
of this exercise, but do not require the pupils to dia'^i'am them. Be very careful to keep up a 
review, especially of connectives, principal parls of x'erlis, numlier and time form of verbs, and 
subject and ohjecl forms of ])ronouns. 

After haviim i;one ovei' llie sentences of Hiis exercise and having shiiwn wlial clauses have 
been conncct(>d. and 1I11' I'oinii'ctives used, thi' teai-her should explain that the suhjecl and predi- 
cate in (>acli clause must auree in number just as suhjei-ts and predicates must agree in simple 
sentences. Call for the subject and predicate id' each clause and ask for the muuber of each. 

Complex sentenci's will be treated in this Course of Study as compound sentences. Since no 
errors arise as a result of ignorance concerning depemleid. and independent clauses we shall not 
mention those terms to pupils. We shall aceoi'dinuly ti'eat what was formerly tauyht luider the 
three lu'ails uT Subordinate Conjunctions, ( 'oiiiMlinatc ( 'onjunctions and Conjunctive Adverbs 
luider the one head of connectives. 

Date , 191 . 

1. I had a good and cond'ortable home, and tlu' people were kind to me. '2. They have been 
trying to help us. but they have not succeedeil in their etf<irts. ;!. Bees make wax i-oonis of beau- 
tiful form, and lhe\ feed their little inies with ureat wisilom and care. -1. (jrive me liberty, or 
give me di-athl .">. You may look at the buttertly. but ,\-ou must not touch it. b. Tie has not been 
seen liy us or an\' one. noi- has he sent any expla nation of his slranuc disappearance. 7. She did 
not see you or me. nor did she ask for us. S. Lincoln w;is assassin,-ded, but his name and niemoi'y 
will ever live in the hearts of our iieople. '.). j le has wcui t lie I'cpiitatiou for wit, but he is noi very 
wise in some matters. 1(1. He has not been successrul. noi' has he tried to accomplish much. 

ill) Place ]iarentliescs ai'onnd each dausi' and draw two straight lines under the connectives 
that connect them. 

ih) Draw one straight line umler I'adi coiinectix'e that connects adjectives or adverbs. 

(( ) Oi'aw three straiuhl lines under each connective that connects compound objects of prepo- 
sitions. 

(tl) Draw one wa\y line under each coiinertixc that connects coiiuiound oliject compleiiients. 

(( ) Draw two \\av,\' lines iitider each eonnei't i\e that c(rnnects coiiiixiiind sulijects. 

(/') Draw one dotted line under each sinuidar pi-eilicate in each clause. 

(//) Draw two (lotted lines undei- each jibiral pi'e(lic;ili' in each clansc. 

[h] Write a list ol' all thcsnbji'ct pronouns used in the above sentences ( Iti I . 



( 14.S ) 



(i) Write a list of ail oliject prouomis used in the above .sentences (9). 



(J) Write a list of all possessive pronouns used in tlie aljove sentences (4). 



(k) In Sentence 1. l-iiitl is an complement lieeanse it follows the verl) 



(7) In Sentence fl. irisr is an complement liecanses i1 follows the verl 



(w) In Sentence 11. .<iU(rcssful is an complement because it follows the verb 



(») What is the subject in Sentence 4? 

(o) In Sentence 2, vot modifies the 

Therefore not is an 

(p) AVrite a list of tlie infinitives (2). 



iq) In Sentence 2. in hrlp us is an introdueed by the 

infinitive. , and having for 'its object the 



Exercise 127. E. 



To teach coiuicctivi s hulh-uiid. lillii r-or, in illi< r-iior, ivlielher-or. not onhj-hul iilso. 

Precede the lesson by an explanation that nol only have we single words, and. or. nor. and 
but, but also we have two words acting as connectives. Write the list above upon the board and 
encourage the pupils to find them in sentences, and the parts which they coimeet. Do not teach 
the term correlative nor any classification of connectives. No error is current by reason of ignor- 
ance of these classifications. 

Date , 11)1 

1. Both j-ou and he have had op])ort unities to 1i-avel. and to see strauge places aud scenes. 
2. John and IMary's mother will either take them into the country or send them upon a sea voy- 
age for their next vacation. :-!. Not only has he been chosen captain of the best liaseball nine in 
the town, but also he is the most .studious ])ui)il in school. 4. Yon neither helj) yourself nor will 
you permit me to help you. 5. They have not yet decided whether to send you or to send mc 
6. Whether riding upon a horse or rowing in a boat, John was always the most skilful among the 
boys. 7. Either we must go liack liy the oilier road or we must .swim the river. S. Not only did 
he wish to do the right thinu'. but also lie wished to do it at the riuht time. 

(t4!)) 



(a) Draw a circle around each word that is a part of a two-word connective and connect the 
two circh_^s hy a straight line. 

(6) Place parentheses around each clause and draw two straight lines under the connective 
that connects them, 

(c) AVrite a list of all subject pronouns used in the above sentences (11). 



((?) Write a list of all object pronouns used in the above sentences (7). 



(e) Write a list of all possessive pronouns used in the above sentences (Ij 



(/') Draw one dotted line under each singular jiredicato and two dotted lines under each 
plural predicate. 

{(J) Compare all adjectives in the above sentences that may be compared (-tj. 

Positive. Cumpainliic. ' Siipcrlatire. 



(h) In Sentence '2. 3/i/r//',v is a 
(i) In Sentence 8. inijiil is an 



noun and is in the 



number. 



complement because it follows the verb 



(j) Write a list of all the inlinitives (7). 



(/.') Draw one straiglit line under each connective in tlie foljowinu list of words: an<l, an. or. 
a. the. liehind, nor, tlirongh, many, but, some, both-and, this. over, across, either-or. any. these, 
whether-or. lieyond. few. neitlier-nor, those, among, several, fifty, not only-but also, all, that near, 
under. 

(7) Draw two straight lines under each preposition found in the list of words in (1<) aliove. 

(*;() Draw one wavy line under each adjective that "points out" in the list of words in (/>•) 
above. 

(*() Draw two wavy lines under each adjective that tells "how many" in tln' list of words 
in (k) above. 



Exercise 128. E. 



To teach the connectives and, but, or, either-or, nrither-nor, hofJi-and. not onhj-biif also, and 
whether-or. 

Using the first sentence for illustration, show that each of llie two clauses contains a subject 
and a predicate, but that the phrases (prepositional and infinitive) contain no predicate. 
Require the pupils in the other sentences to make this distinction. Teach also the distinction 
Ijetween a simple sentence (a sentence which contains only one clause) and a compound sen- 
tence (one which has at least two elaiises- connected by a connective) : illustrate by the sentences 
of this exercise. 

Explain to pupils by using Sentence 5 as an illustration that subjects connected by these con- 
nectives foi'm compound subjects which require the plural form of the verb in the predicate. 

Date , 191 

1. I opened the gate, and Ihe cattle and horses went at once to the tr<iugh to drink water. 
2. Columbus sought to discover a new and easier route to India. Init he found America. 3. Either 
we must irrigate and cultivate this garden or we can expect neither vegetables nor berries. 
J. I do not know whether to go or to stay. 5. Both food au<l cldthing were bouglit f(U- their long 
journey across the snow and ice of Alaska. 6. Jlary and John's teacher has not only taught 
them to read and to write but she has also been giving them lessons in music and in drawing. 
7. You may either play ball in the vacant lot or you may play tennis upon the lawn. 8. Eating 
candy and drinking soda \vat(n' are refreshing for the time, but children sometimes indulge them- 
selves too freely. 

(((.) Place parentheses around each clause and draw two straight lines under the connectives 
that connect them. 

(h) Draw one straight line under each of tlie conqiound subjects and draw two straiuht lines 
under the connective which connects them. 

(c) Draw one straight line under each compound conii)lenient and draw two straight lines 
under the connective used to connect them. 

(cZ) Draw one straight line under each compound predicate and draw two straight lines under 
each connective that connects them. 

(e) Draw a circle around each word that is a part of a two-word connective. 

(/') Draw one dotted line under each sinLiular predicate and two dotted lines luider each 
plural predicate. 

{g) Draw a line through, or cross out, each phrase. 

(7() Draw one straight line under each conqiound modifier and two straight lines luider the 
connective that connects them. 

(i) Write a list of all subject pronouns used in the above sentences (8). 



(j) Write a list of all object pronouns used in the above sentences (2). 



(151) 



(/.) AVi-ilc ;i list iif ;ill till' inliiiitJvi's ((i). 



(/) Write a list of all pai'tii'ijjk's that ai-i' not a part of the pvedieate (2). 



( //() Write a list of all aiherhs used (3). 



in) In Seiitenee T). the ]ii'ediea1e. . is lieeaiise a compound 

sulijeet coiiiieeted hy hoth-inid must have a liredieate. 

{()) In Senteuee fl. tin' preilieate. , is in numlier lieeanse the 

sulijeet. . is . 

{ p) In J^enteiiee (i. Jnhii's is a noun and is in the nninbei'. 

('/) In Sentenee S. n frishiiuj is an eoniplenient because it follows the verli 



Exercise 129. E. 

T<i liihh llic I'dinicrlircs when aiid \\iiiij':. 

Since we have found if uniimlitable to teaeli clauses as nioditiers i1 is evident thai to teach 
the eoujunctive adverbs as surh is clearly a waste of time. They will lie treated as words eon- 
nectiim tud clauses, and are to lie taught as connectives. The work of a connective is "to .join" 
two 111- more elemeiiis. and since the words formerly classified ;is coiijuiii;'ti\'e adverbs serve this 
jiurpose we shall leach them as connectives. No errors are due lo a lack of knowledge of the 
old classification. iJo not uiention the term "(.'on.junetive .Vd\erli'" to pupils. 

Date , 191 

k You and she may come «hen .Tolm's eaniaui' comes. '2. You and I must go in when it 
ui'ows chilly and dark, .'k The wol•|^ will lie done when the sun sets. 4, It began to rain while 
We ^\cre \vithout shelter or protection. .'). I'.otli the wheat and the oats will be cut when the har- 
vest time eomi's. fi. Neitlier he nor I will slay wliile you are away. 7. We finally found a path 
that led o\er the mountain. S, AVe shall look for shells and seaweed when the fide goes out 
farther, f). When she saw licr mistake she was confused, in. ^VIlen you are quite n^ady give 
the signal. Ik When I have tiuished I'eadiiig this book I would like to talk with you. 12. We 
must di'ive faster or we shall miss the train that takes us to the cily. 

'((i) khiee ])arentheses around eaeli clause and draw twn siraiuht lines uudi'r the connective 
that eoiilieets them. 

( /) 1 Draw one straight line under all single wurils eonnrrled li\ r-onnerti\es. and draw two 
straight lines under the connective which dues the connecling. 

i I ) 1 )raw one dotted line under each sinuular jircdicate and t wn dottcil lines under each |iliiral 

predicate of all the clauses. 

a52) 



{(l) Write a list of all the predicates (25). and imdorliiie the past participle of the vcrli if 
the past i:)artieiple is a part of the predicate. 



(c) What helpers are used with the past participle in the predicates you have copied in (d) ? 
Mild . 



(i;) Write the time expressed by eacli of the folldwinu' \-crVis : 

(1) May come expresses action in the time. 

(2) Must go expresses actiou in the time. 

(2) Grows expresses action in the lime. 

(3) ir/// he (lone expresses action in the lime. 

(4) Began expresses action in tlie time. 

(4) M'.erc is in the time. 

(6) M'ill stay expresses action in the time. 

(7) Found expresses action in tlir time. 

(8) Shall tool- exin'csses action in tlie time. 

1 11) IIar( finished expresses action in tlie time. 

( 11 ) Would lile expresses action in tlie time. 

I 12) Musi drive expresses action in the time. 

(/() Write a list of all the adverlis ((i). 



(i) In Sentence 10. what is tlir suli.iect of give"! 

(j) In Sentence 10. r<ady is an complement because it follows thf verb 



(A-) Write a list of all tlic subject pronouns used in the al)Ove sentences (10). 



(/) Write a list of all oliject pronouns used in tlie above sentences (2). 



U".3) 



Exercise 130. E. 



Date 101 

'1 IcdcJt the coiincrfivcs if. where. (Did as. 

1. If you want me, call me. 2. I shall wait for lier if slie wants to co witli me. .'1 To ask 

him when he is busy is useless. 4. You will find your hat where you left it while you were play- 

inu' wilh us. 5. By sendins' him we shall lie sure of a prompt delivery of our message to them. 

if he is not detained. G. I put my broom whc-re I found it. 7. Wo had hoped to escape the 

drenching rain while we were waiting for a car. 8. Ton may begin to read where James left off. 

D. Where the water is deep the fish are likely to be hidden. 10. I did as you directed me. 

11. They built their new house where the old one originally stood. 12. You nnist not only work 

your examples correctly, but also write neatly. 

(a) Place parentheses around each clause and draw two straight lines under the connective 
that connects them. 

(h) Draw one dotted line under each singular predicate and twd doited lines under each 
l>lural predicate of all clauses. 

(c) Tell the kind of pronoun each of the following is by filling in the blanks: 

(1) Mc is an pronoun because it is the object of the verb call. 

(2) Her is an pronoun because it is the object of the ju'eposition for. 

(2) tSJie is a pronoun because it is the 

(3) nim is an pronoun becarise it is the 



(3) He is a pronoun because it is the of the verb, 

'10) / is a . pronoiui because it is the 



,10) Mc is an pronoun because it is the 



( d) Draw one wavy line under each phrase. 

(cj Draw two wavy lines under each attribute complement. 



Exercise 131. K. 



Date . 191 

I Uach llic conticclu't 13EC.vu.se. 

• 1. You ma,y do as I do. 2. You nuist swim as a frog swims, o. When the wind blows 

the ci'adle will rock. 4. lie remained at home because it was raining. 5. The cliild is crying 

because he has hurt himself. 6. While I was lying under the tree trying to sleep. I was greatly 

ainioyed b,\' mosquitoes. 7. Some of the apples are ripe and si.iund. lint otliers are poor and 

(l.J4) 



wormeaten. 8. The orchard ciin not be plowed yet because no rain lias fallen. 9. The Eskimos 
live where it is exceedinu'ly cold in winter. 10. If yon worlced as he does, more work would be 
accomplished. 11. They have neither found him. nor has the slightest hint to the cause of his 
sudden disappearance yet been discovered. 

(a) Place parentheses around each clause and draw two straight lines under each connective 
that connects them. 

(b) Draw one dotted line under each singular predicate and two dotted lines under each 
plural predicate of all clauses. 

(c) Draw one wavy line under each attribute complement. 

(d) Draw two wavy lines under each ob.iect enmplement. 
ic) Write a list of all the adverbs (4). 



(/) Write all the predicates that contain the jiast participle (7). 



((/) What helpers are used with the past participles in the predicates you have written in 
(/) ? : , , and 



Exercise 132. E. 



Date 191 

To teach flie convectives so-th.vt, ai\(l so. 

1. He made the short but dangerous trip because it was necessary. 2. Because the river was 

swift, John's mother w'ould not permit him 1o swim in it. '?i. The Chinese built the high wall so 

that they might keep out their enemies. 4. I will call you when breakfast is ready. 5. Do not 

go now because you might be lost in the woods, ti. The rabbit hid in the brush fence so that he 

could not l)e found. 7. Men may come and men may go. but the river flows on forever. 8. The 

fox ran over tlie hill, and dodging the dogs, returned to his old hiding place liy the river. 9. We 

did not want to go farther because we were so tired. 10. Horses have tails so they may brush 

away flies and other annoying insects. 

ia) Place parentheses ai'ound each clause and draw two straight lines under the connective 
that connects them. 

(&) Draw one straight line under each single word that is coinieeted to some other word by a 
connective, and draw two straight lines under the connective that does the connecting. 

(c) Draw one dotted line under each singular predicate and two dotted lines under each 
plural predicate. 



((/) l)i-;iw one wjivy line uiitlei' each attribute eompleiiient. 

([ ) Draw two A\'avy lines under each object complement. 

(/■) Write a list of all adjectives that arc used as attribute complements (-ij. 



If/) Write a list of the adverbs ( !» ) 



i h ) ( 'ross out t he |)lirase; 



Exercise 133. E. 



Dat,^ . Vn 

To tidvli llii ((iinKcl in s As-iF. .vs sdox as. (iik! I'OR. 

1. The fox lay in tlii> road as if he were asli'e|> or dead. 2. Ah soon as he saw the dogs com- 
iiiL;-. he jnin|)ed up and ran into the brnsh. :'>. While the sun shini's. we must luiri'v with our 
work hi'e.'iuse the time will come w lien no mail r,-ni \\(ii]<. 4. As soon as yon have time carry tlie 

\\' 1 in. ."). I will do it now, for I will be busier lalei'. (1. You ean fool some of tln' w;orld for 

all of the time, and all of the world for some of the time; but you ean not fool all of tlii' world 
For all of the time. 7. lie looki'd as if he miiiht be able to lift the moon. S. You \vill feel better 
if you will di-ink this medieine. 9. ( 'ome iner as soon as you ha\'e iinished your wurlc. 10. AVear 
your overcoat so that you will not catch cold. 

( ff I I'lace pariMithesi^s around each clause and t\r;\\\ two straiLilif lines under the connective 
t liat connects them. 

ih) Draw one straii;ht liiii' under single words that are Joined l)\ coiinei't ives. and draw two 
straight lines under the couueclive that connects them. 

if) Draw one dotted lim- under each sinuiilar in-edicate and two dotted lines under each 
plural j)redicate of all clauses. 

[(h Draw one wavy line under eai-li attribute complement. 

('() Draw two wav\' lines under i-ach adverb. 

(/') Write a list of the ad.jeetives that ai'c used as attribute complements (5). 



{ (/) ( 'ross out all |)lirases. 

■ I 1.10) 



Exercise 134. E. . 

Tu teach the connectives than, before. uikI unless. 

In this exercise will be found instances of clauses introduced which are lacking in an expressed 
jiredicate and complement. In each case tlie teacher should espaud tlie clause to its full meaning. 
Sentence 1 means "He is older than I (am old) "; Sentence 2. "Mary is larger than her brother 
{is large) "; Sentence 3, "These apples are larger than those {are large) "; Sentence 9, "He has 
caught larger fisli than she (has caught) ." These sentences can be made clearer by diagram- 
ming. The teacher should diagram them for the class, but pupils should not be called upon for 
such diagrannning. In the diagram l)e careful to enclose all words that are understood in paren- 
theses. 

Date , 191 

1. He is older than I. 2. Mary is taller tlian her brotlier. 3. You must brusli your hair 

more carefully before you go to school. 1. I received more help Ihan I had expected. 5. These 

apples are larger than those. 6. You nmst be more prompt if you expect to retain your position. 

7. They came sooner than we expected. 8. Do not go farther into the water unless you can swim. 

9. He has caught larger fish than she. 10. Unless .you are more familiar with a gun than you 

seem, it would be safer fur all of us if you would put it d(.)\vn. 11. The boy who can run fastest 

will receive this medal. 

((/) Place parentheses around each clause and draw two straight lines under the connective 
used to connect them. 

(h) Draw one dotted line under each singular predicate and two dotted lines under each plural 
|)redicate of all clauses. 

(c) Draw one wavy line under each attribute complement. 

(d) Draw two wav,y lines under each adverb. 

(e) Write a list of all adjectives used as atti'ibute cumiilemeuts (6). 



(/') Insert in the following sentences the words that are understood to l)e present: 

(1) He is older than I ( ). 

(2) ilary is taller than lier lirother ( ). 

(5) These apples are larger than those ( ). 

(9) He has caught larger fish than she ( ). 

(g) In sentence 1, the subject pronoun. /, is used because I is tlie of the 

clause. 

( li) In Sentence 9. the subject pvduonii. slie. is used because slic is the of the 

clause, 

(() Select all adjectives that may lie compared and give their three forms, rnderline in the 
follow iiit;' eohunns tile form that is found in tlie sentences (7). 

(157) 



Positive. 1 Com para five. [ Siiprvlative. 



(j) Select all adverbs that may be compared and compare them. T'nderliiie the form that 
is found in the sentences (3). 

Positive. I Compiivutivc. ] Hiiprvlativc. 



(/.■) In Sentence 8. what is tlie subject of tlie first clause? . 

(7) Draw one strai^iit line under each connective in the followiusi' list of words: unless, both- 
and. he, behind, because, they, nor, through, many, but, some, when, us, beyond, we. while, than, 
this, over, across, either-or, any, them, if, she, these, it. for, whether-or, few, neither-nor, those, 
where, you, amouf;'. several, as, her, fifty, not (iidy-liu1 also. all. before, so that. that. neai'. under, 
so. as if, as soon as. 

(/()) Draw two straight lines under eaeh pi-e|i(isitioii finuid in the list of words in i/} aliove. 

(») Draw one wavy line under each ad.iective thai " points out"" in the list of woi-ds in (?) 
above. 

(o) Draw Iwo wavy lines under each ad.jective in (/) that tells "how many." 

(p) Draw one dotted line luuler each sulijei't pronoun found in the list of words in [I) above. 

{q) Di-aw two wavy lines under eai-h object pronoun found in (/) above. 



Exercise 135. E 



'I'o hach the rcJativi prdimints wim, wiio.m, which, what mid that. 

Explain to pupils that you are going to teach them a new kind of a connective, one that is 
not onl.y used a.s a connective but at the same time as a pronoun. Say that these words are called 
relative pronouns and are ivlto. whom, u-hich. ichut and that. 

In the previous exercises tlie connectives used did not hold any place in the clause which was 
introduced. Relative pronouns are used either as the subject or complement of the clauses which 
tliey introduce. Illustrate by means of some of the sentences. 

All the relative pronouns, with the exception of irJia, have the same form for both subject 
and complement. The subject form of iclio. however, is ichu. and the object form is wliom. 
Illustrate by means of Sentences 13, H, 15 and Ifi. 

Date ■ . 1!)1_. 

Oral — Analyze eaeli clause. 

1. The man who is driving tlie horse is my father. 2. The lady who is crossing the street is 

my teacher. 3. I thanked the man who helped me. -t. The i)upils wlio have learned their lesson 

(158) 



thoroughly will be permitted to read for a half hour. 5. The boy who broke the window ought 
to have paid for it. (!. A dog that wags his tail will not bite. 7. This is the house that Jack 
built. 8. This is the malt that lay in the Imuse that Jack built. 9. These are the rats that ate 
the malt that lay in the house that Jack built. 10. Do not interrupt a man who is adding a 
column of figures: 11. It is an ill wind that blows nobody any good. 12. The cat seizing the 
mouse in its mouth sprang over the fence, but the dog was soon pursuing her again. 13. The 
river which you see is the Sacramento Kiver. 1-t. The apples which you have are not ripe. 
15. The old man of whom you spoke is dead. 16. The girl whom you saw here j-esterday is now 
at school. 

(a) Place parentheses around each clause and draw one line under the relative pronoun that 
connects one clause with another. 

(&) Draw one wavy line under each relative ]ironouu that is the subject of its clause and two 
wavy lines under each relative pronoun that is the complement of its clause. 

(c) Draw one dotted line under each singular predicate and two dotted lines under each 
plural predicate of all clauses. 

(d) Analyze the clauses of Sentence 1. tells what is done. Therefore, 

is the predicate. ? There- 
fore, is the subject. ? 



Therefore, 



is the complement. 



tells wliat is done. Therefore, 
. Therefore, 



is the predicate. 
- is the subject. 



Therefore, 



is the com- 



plement. 

(e) Analyze the clauses of Sentence 16. 
is the predicate. 



fore. 



is the subject. 



tells wliat is done. Therefore, 

— ? . There- 

? There 



is no an.swer. Therefore, there is 



tells what is done. Therefore, 
Therefore, - 



is the predicate. 
— is the subject. 



Therefore, 



is the com- 



What is the present 



p lenient. 

(/') What time is expressed by hn/ in Sentence 8? . — 

form of lay ? . 

((/) Write the letter S under each subject. 

(/() Write the letters C under each object complement. 

(i) Write the letters A C under each attrilnite complement. 

(j) Draw two straight lines under each participle which is not a part of the predicate in 
Sentence 12. 

(A:) Draw three straight lines under each infinitive. 

(/) Cross out all phrases. 

(1.-j9) 



(ill) Draw one strais'lit line under each relative pronoun found in the followiu"' list of words: 
Ix'liiud. wild. 1)otli-and. unless, because, wliieh. nor. throneh. many. but. some, when, whom, beyontl. 
what, \\iiili'. Ihan. this. over, aei-oss. either-oi'. an.\". that. if. these, for. wliethcr or. few. neither- 
iicir. tliose. where, amonu', several, as. Hfty. not lUily-hiil also, all, befoi'e, so thai, near, that, under, 
so, as if, as soon as. 

ill) Draw two sli-aiL;lit lines under (•:icli preposition fcmnd in ( /;) ) above. 

((/) \)r:\\v one wav.v line under eaeh eoniieetive found in (/(()• 

( /; ) Draw two wavy lines under eaeh adjeetive in (*/0- 



Exercise 136. 

T(i liiu'li llir Irnii aillirrilriil . 



.Make it pei'feetly el ear 1 hat the " auteeeileni '" is th<' iKinii whieh precedes the I'elative pronoLUi. 
and //()/ Ihe relative primnun itselL Hcipiin' the pronouns irJm. irhinii. irhirli. irlial. and that to 
l;e nii'nioiized. Develnp the lauL;'uage form as L'ollows : 

■• Who stands foi' the noun, /;/(/;(. Therefore, ivho is a relatise i)ronoiin and its antecedent is 
111(1 II. " 

Date 191 . 

Oral — Analyze each clans(.', 

1. 'i'he ^■|lnnn' and active lioy who is |>la.>in,L;' ball is my Itrother. '2. John and IIenr\'. who ar(> 
visitiny us dnriny their vacation, hnid (^r fish nearly every da.\". 3. They found her playing' by 
the creek wliii-h flows behind the barn and chicl\en house. 4. The Hshermen asked him to bn.v the 
tish 'which they had canLilit in tln' lake' and creek, o. 'I'he tramp "btained not mily food, but also 
some old shoes, 'which he put on. 11. The ring wliich her falhei- L;a\'e hei' is either too small for her 
finger m' liei' tingrn- is Iih] large for the ring. 7. Yon should lie careful in picking roses from 
bushes that have thoi'iis. S. lie wanted either him (ir me lo come to the meeting which had been 
calli'd. i). He (inuht to ha\e been more prompt in attending to business which was bolh impor- 
tant and pressimg. ll). The soldier wlaini we met has fought in many liattles. and has won many 
medals for bravei'.x'. 

(a) Place each (danse in parentheses and draw one line under the eonnecti\e if it is a relative 
]irciniinn. and two lines undei' otlii'i- cdiinect ives. 

( /) ) Draw oni' dotted lin(> under each sin'jular jiredicate and two dutti'd lines under each 
]dnral ju'edicate of all clauses. 

(<') Draw one wavy line under each aftribnte eomidement. 

(ll ) Draw twii \\'avy lines under each object complement. 

(r) Draw a circle ai'i.'Uiul ea<-h relative pronoun and another I'ircle aroiuid its antecedent. 

( /' I Write the lettci' .S' under each I'elaiiv'c pmnonn that is used as the subject of its clause 
and the letter O under each relative prouduii that is the dliji'i't of its clause. 

( (/ ) Draw three straiuht lines under each cdiniecti\'e nut yet undei'lined. 

(70 Seh'ct the I'clative preuduns and uive tiu'ir language t'drms hy tilline' in tin' fdlldwinir 

blanks: 

(ii:oi 



(1) Who stands for the noun, boij. Therefore, who is a relative pronoun and its antecedent 
is hoy. 

(2) stands for the nouns, and There- 
fore, is a relative pronoun and its antecedents are . and .. 



(3) 



stands for the noun, 



relative pronoun and its antecedent is 

{i) ' stands for the noun, - 

relative pronoun and its antecedent is 

(5) stands for the noun. — 

relative pronoun and its antecedent is 

(6) stands for the noun, — 

relative pronoun and its antecedent is 

(7) stands for the noun. — 

relative pronoun and its antecedent is 

(8) stands for the noun. 

relative pronoun and its antecedent is 

(9) stands for the nonn, — 



Therefore, 
Therefore, 
Therefore, 
Therefore, 
Therefore, 
Therefore, 
Therefore, 



relative pronoun and its antecedent is 

(10) stands for the noun, Therefore, 

relative pronoun and its antecedent is . 



(i) In Sentence 1, the predicate of wlw is — 
because the antecedent, , is — 

ij) In Sentence 2, the predicate of iclio is — 

because the antecedent, and — 

must have a verb. 

(fc) In Sentence 3, the predicate of which is 
ber because the antecedent, : , is 

(1) In Sentence 7, the predicate of thai is — 
because the antecedent, , is — 



and is 



and is 



IS a 



IS a 



IS a 



IS a 



IS a 



IS a 



in number 



in ntimber 



is a eoiupouud antecedent and 
_ and is in num- 



aud is 



in numiier 



Exercise 137. E. 

To review simple and compound sentences. 

Drill especially upon the essentials: that a simple sentence has but oue clause, that a com- 
pound sentence has at least two clauses connected by a connective. Drill in review upon the lists 
of the relative pronouns and connectives. 

Oral — Analyze each clause. Drill ou the connectives used, the number and time furni of 
verbs, sub.ject and object forms of pronouns, attribute complements, infinitives, participles and 
prepositions. 



11 — BUL 15 



(101) 



Date 191 

1. The ciiw jiuiipcd liver the iiiikhi. 

And tile little ddt; lanulied to see sneh fun. 
And the dish ran away with the spdini. 

2. AVe have tried to tind a liny who wnuld du |)i'iiiii|itl v Ihat \vhieh he was told to do. 

3. Old ^lolher JIuhliard went to the eupliiiai'd 

To get her (loni' dot: a hone ; 
Bnt when she i;(i1 there, thi' (-upliuard was hare; 
And Nil the |Hi(i)- diiu had ncme. 

4. Jaek and .lill went up tin- hill 

To get a pail of water, 
"i, Jaek fell down and lirnke his erown. 

And Jill came tunihling after, 
(i. There was an "id woman m ho lived ni a shoe. 
7, Little :\Iiss .Muffet sat (Hi a tnffet 

Eating her enrds and whey, 

5. Along eaiiie a spidi-r. 
And sat down heside her. 

And fi'ightene(l AJiss Miiffet a\vay, 

(a) Place parentheses around each clause and draw two straight lines under the connectives. 
( /) ) Draw one dotteil line under each singular pi'edicate and two dotted lines under each 
I)lnrid predicate, 

((■) Draw one wavy line under each infinitive. 

{(I) Draw two wavy lines under each participle not nsed as a part of the jiredicate. 

(c) Select all verhs and give their principal parts (20). 

Prcsiiit furni. Past janii. i Piist piiiii<-iiil<\ 



(t02) 



Pnsent form. 


Past form. 


J'lisf fKirtiri filr. 
































































(/') Draw one straight line mider each phrase. 
{(j) Write a list of the adverbs (9). 



Exercise 138. B. 

To icavh iJu iKuni clause. 

Exiilain to pupils that we sometime.s have sentences which contain more than one clause and 
that there is no connective whicli connects them. These clauses are called "Noun clauses" 
because, like a noun, they are used either as the subject or the complement of the other clause. 
Require an analysis of each sentence containino- a noun clause. After the noun clause has been 
found, analyze it also. 

Date . 191 

1. .Toliu said. "I will i:o to the city."' 2. "I will go to the city," said John. 3. I think it 
will soon rain, 4. We expect he will meet us at the station. 5. We saw night was fast approach- 
ing. 6. "Walk into my jiarlor. " said the spider to the Hy. 7. The house which we just passed 
is owned by my father. 8. Said the pieman to Simi)le Simon, "Show me first your penny," 
9. Come back as soon as you can. 10. I thought you would go. 11. We asked him to help us, 

but he refused. 

(103) 



((/) Pl;u-e pai-cnilicsc's jironiid each iionn clause. 

(b) Draw mic di)11i'il line under each sinii'iilar predicate and two dotted lines nnder eacli 
plural predicate. 

(c) Draw one straii;lit line under each noun clause used as the subject. 

{(1) Draw Iwci sli'aight lines under each nouu clause used as the complement. 

(e) Draw one wavy line under each of the connectives. 

(/') Draw two wavy lines under each phrase. 

((/) Write the two clauses of Sentence 7. 



( /( ) In .Sentence 7. 
pronoun and is the 

H) 



eoiuiects the idause, " 



is the antecedent of irhicJi. WliicJt is a 



of its clause. 



is tlie connective in Sentence 9. It 



with the clause. 



(J) In Sentence 11, 



da use, "- 



is the connective. It connects the clause. 



(A) Write a list of llii- adverbs [2). 



," with the 



(/) Write a list <>f the helpers used in the above predicates (7). 



Exercise 139. 



K. 



To tcacli the noun rlniisf inl rixlucid In/ llic inl rod nrhirii wnrd that. 

Make clear that this word is not a relative pniiioun Itecausc it has no antecedent. Analyze 
each sentence orallv. 

Date , 191 

1. I k\w\\ that you will eonie. 2. I dreamed Ihat I dwelt in marble halls. 3. She said that 

she would like to come. 4. That the world is round has been proved. 5. "Do not give up the 

ship," said Perry. G. The tired soldier slept while he rode his horse along the road. 7. ]\tother 

did not expect that we should return so soon as we did. 8. I did not know that the man whom 

we met was yoiir brother. 9. That we must breatlie fresh air is very necessary. 10. How they 

sui'eceded ni climbing the steep rocks is a mystery. 

(«) Place parentheses around each clause and draw two slraight lines under the connective. 

(h) Draw one doKr^d line under each singular jiredicate and two dotted lines under each 

iilural predicate. 

(164) 



(c) Draw one straight line under each nonn clause nsecl as the subject. 

(d) Draw two wavy lines under each noun clause that is used as the complement. 
(p) Draw one wavy line under each phrase. 

('/■) Write a list of all helpers used in the predicates of the above sentences (9). 



(g) In Sentence 8, whom is a — 
of the verb, met. 

(/() In Sentence 8, brother is an 



and is the 



(i) In Sentence 11. inystenj is an 



complement because it follows the verb. 



)mplcnient because it follows the verb. 



Exercise 140. 



E. 



To review the noun clause in connection with other clauses. 

Oral — Analj'ze each sentence and then analyze each clause within tlie sentence. Ask for all 
connectives used and i-equire pupils to tell the parts that are connected by them. Expand the 
second clause in Sentence S to "Will (is active)."' 

Date , 191 — 

1. Columlms never knew that he had discovered a new continent. 2. He thought he was 

right, liut he was not quite sure. 3. I have learned my spelling and my geography, but I iVu'got 

that I must work ten examples in arithmetic. 4. Hearing that the bridge over the river was not 

safe we took another road to the city. 5. Kmnving that you expected us we came although it 

rained. 6. I came home early, fearing that you might be left alone. 7. Try to throw tlie liall 

as I do. 8. He is more active than Will, 9. That it would rain was a condition which we had 

not anticipated. 10. John spends more money than lie earns. 

ia) Place parentheses around each clause and dra\v two straight lines under each connective. 

(&) Draw one M^avy line under each noun clause used as the subject and two wavy lines 
under each noun clause used as the compleinent. 

(c) Draw one straight line under each attribute complement. 

{el) Draw one dotted line under each singular predicate and two dotted lines under eacli 
plural predicate. 

(e) Draw three straight lines under each phrase. 

(/) Write a list of all the helpers used in the above predicates (6). 



(Ifi.-,) 



Exercise 141. E. 

A (jciural review of .si iil( tiers:. 

Analyze each smiteiiee orally aud call for those thin,i;s iudieated in the written work. 

Date 191 

1. "I will l;'o to th<' caiitain." said the sailnr. 2. That you eaii not do the triek is evident. 
3. She said that she wmilil like to coine. 4. The woi'ld Avill not anxiously inquire who you are. 
5. Wi' heard th;it he had t^'one to the country, t!. His first tliouuht was to see that others were 
hapiiy. 7. !She in-vr'r t'or,uet.s to till my si'cd-eup an<l my 'jlass of water. S. I pretend that I 
am in the woods. 0. I wa.s a wretched little liird when Helen's motlier bouiiht me. 10. He 
swung the lioxes back and fortli luitil I was sii-k" and dizzy. 11. 8oon, if the weather is still 
pii'asant. we shall hear him. 12. When lln' I'ohin "s ureat feast is over, he leaves us for the repast 
which is awaiting him in the South. ]:.i. Tlierc was once a boy whose eyes were so true, and 
wliose hand -was so sti\idy. that he became a vei-y good marksman. 

(<i) Tlaee each clause in parentheses and draw three straight lines under each connective. 

(h) Di'aw one straight line under each iiomi clause used as the suliji^ct and two straiglit lines 
under each noun clause used as the complement. 

(e) Draw one dotted line under each attribute complement. 

(//) Draw two dotted lines under each infinitive. 

(e) Draw one \vavy line under each adverb. 

(/"I Draw two wa\y hues under each adjective, (imitiiug ///<. 

[(/) In Sentence 4. (/■//') is tlie com]>lemeut of the verb. . We use H'liii here 

because lelio is the i'nrm bi In- used after Hie vei'b . .\fter any other verb it 

shiiuld lie if used as a complement. 

Ill) In Sentence 0. If ilea's is a uoun showing ownership of 

Helen's is in the uumbei'. 

(/) Write a list of the attribute eomidements that are nouns (:■!). 





(./■) 


Write a list of tiie attribute complements that ai'c adjectives i7l. 




(/.•) 


Write a list tif the subject pronouns used in the aliove sentences (16). 






(/) 


Write a list (d' tlie object pronouns used in the above sentences (3). 



(100) 



(m) Write a list of the possessive pronouns used above (5). 



Exercise 142. E. 

A general review of sentences. 

Follow the direetions of the previous exercise. 

Date 191 

1. From morning till nit;ht she flew over fields and woods, getting worms, aud bugs, and seeds 
for her bal.ues. 2. He realizes that he has been fooled, aud steals off through the forest. 3. Wheu 
the dog's are on their tracks, deer follow certain well-known paths leadiug to the nearest water, 
4, The savage Indians still live in wigwams made of liark m- lirush aud skins. 5. Here in the 
spring, in the broad Susquehanna, are caught gi-eat hauls of sluul aud herring. 6. Before the 
Civil AVar, negroes who were engaged in laying aud drawing long seines, used to sing their weird 
songs while at their work. 7. The air, the earth, aud the water teem witli plant life. S. Four 
gray walls aud four gray towers overlook a space of tlowers. 9. That we are never too old to 
learn is a true saying. 10. He often wished that the wind mitiht rave. 11. He whose house is 
made of glass uuist not throw stones at another. 12. AVheu s<-hool conuuenced, Henry was in his 
seat. 13. No nation can lie destroyed while it possesses a good home life. 

(a) Place parentheses around each clause aud draw three straight lines under each con- 
nective. 

(b) Draw one straight line under each infinitive. 

(c) Draw two straight lines under each adverb. 

(d) Draw one wavy line under each participle not a part of the predicate. 

(e) Draw two wavy lines under each adjective, omitting the. 

if) In Sentence 1. aud is the compound obji'ct nf tlu^ prep- 
osition, over. 

(g) In Sentence 1. and and is the coui- 

pouud oli.ject of the participle, ijcttinij. 

(Ji) In Sentence 2, is tlie sul).i<'ct of the predicate, steals. 

(0 In Sentence 4. or and is tlie compouiul 

object of the preposition, of. 

(j) In Sentence 5, and is the compound ol)ject of the prep- 
osition of. 

(k) In Sentence 6, and is the compound nbject of tlie prep- 
osition, ('((, iSeines is the object of the participles, aud . 

(l) In Sentence 6. is the subject of the predicate, (f.^'v?. 

(107) 



(ill) In Sentence 7. and is the eoniponnd 

subject of tlie predicate, iron. 

()>) In Sentence 8. and is the compound subject of the 

predicate, orcrlook. 

(d) In Sentence 9. and are attribute complements. 

(;)) In Sentence 11. ichosc is a pronoun. 

(q) In Sentence 13 i.s an attribute compLjnient. lieeanse it follows 



{)■) A compound subject always requires a predicate in the number, except 

lliose singular subjects connected by 

(s) In a compound predicate lioth verbs must agree in number with their . 



(/) If pronouns are used as members of a comjiound object both pronouns must be 
jironouns. pronouns can not be used as objects of prepositions, 



vn-bs. infinitives or participles. 



Exercise 143. E. 

(IriKral review, espcciaUij of infinitives, jMi'lidpli^s. jilirascs eniel pronouns. 

Analyze each sentence orally. Review all constructions found in each sentence. 

Date , 191 

1. I would (Jo aiiyliiinu' for him or her. 2. The cliildren came to see them and us. 3. By urg- 
ing him ag.iinst his will, you will accomplish nothing. 4. Thi^y and I went with ;\Iary to visit 
her friend. .">. We should have helped you with your worlc. G. Having prevented me from 
doing my work, the l)aby was nnw liappy to be the sole object of my attention. 7. The men in 
the Itoal Avere oliserved to be hoisting a sail to prevent themselves from being carried out to sea. 
S. We should have been worldng our examples. 9. To be caught in a trap so easily was a surprise 
to the fonlish young r(]x. 10. Being injured the man was unable to send for help. 11. Having 
been nominated for the office, the candidate made every effort to be elected. 12. She asked to be 
gi\'en aiiothei' iii)portuiiity. 13. The l>ird Avas pluming its feathers while it sat upon a limb of 
the tree. 14. I have learned nothing conceiMiing their accident. I'l. The explorers of the ancient 
ruins dug tlii'dnuii old Avails, finding many cui'ious ornaments besides jcAvels and old coins, 
llj. Excepting a few accidetits the expeditimi was a success. 17. He fell otT his horse without 
liurtiin: himself in the h'ast. Is. The rivei' steamer I'an against a mud liaiilc. lit. We fnund 
niaiiy tlnwei's along the I'oadside. 211. Ai'cmnd the lioust- ran a low hedge. 

((/) Draw one straiuht line inider eai'li infinitive and one straight line under each infinitive 
phrase. 

(108) 



(6) Draw two straight lines under each participle wliieh is not a part of the predicate and two 
straight lines nnder each participial phrase. 

(c) Draw three straight lines nnder each prepositional phrase. 

(d) Di'aw one dotted line under each singular predicate and two dotted lines under each plural 
predicate. 

(e) Draw one way,y line under each subject pronoun and two wavy lines under each object 
pronoun. 

(/') Draw three dotted liues under each attribute complement. 
{g) Cross out each adjective, omitting the. 

(/(.) In Sentence 1, liiin and Iter are pronouns because they are the objects of 

the preposition. 

(i) In Sentence 2, tliem and us are pronouns because they are the 



of the participle, 



(i) In Sentence 4, tluy and I are 
of the verb, ivent. 



(]<•) In Sentence 4, her is a 



pi'onouns liecause they are the 



pronoun because it shows ownership of 



(I) In Sentence 6, nic is an 
having prevented: 

(m) In Sentence 8, ivc is a 
of the verb, 

(n) In Sentence 12, stie is a 
verb. 



(o) In Sentence 14. tJuir is a 



pronoun lieeause it is the 



pronoun l)ecauses it is the 



of 



pronoun Viecause it is the 



of the 



pronoun because it shows ownership of 



(p) In Sentence 6, objtct is an complement lieeause it follows the present 

infinitive of the verb, , and not the verb itself. 

((/) In Sentence 9, easily modifies the infinitive, 

by telling Therefore, easily is an 



-. So modifies the adverb, 



-. Therefore, so is an 



(r) In Sentence 13 place parentheses around the clauses and cross out the connective. 
(s) Write a list of the helpers used in the predicate (7). 



Exercise 144. 



E. 



Review Test. 

1. Two or more subjects joined by connectives form a — 

2. Two or more predicates joined by connectives form a 



Date- 



3. Two or more complements joined by connectives form a 

(169) 



-, 191- 



. subject. 

— predicate. 

complement. 



4. All compound subjects joined by eouncctivcs require a verb iu the number, 

except those singular subjects connected hy . Sing\dar sulijects connected l\v oy 

require a predicate. 

5. If jiroiiduns are used ns a rdiiqidund ohject (Miiiipli^ment hdlh pronouns nuist be 
pronouns. 

6. Two or more chnises may be joined by to form a sentence. 

7. Clauses may also lie joined by pronouns. When a relative pronoun joins 

two clauses the relative pronoun is used either in the place or in tlie 

]dace of one of Ihc chiuses. 

8. The relative i)ronouns are , , and 

Of these. is the only one that can not be the subject of its clause. 



I 



!). Tile relative pronoun irlio can be used only as the of its clause. 

must 1)0 used in its place if it is the of the clause. 

10. A relative proiidun must always have an in the first clause for which the 

relative i)rononn stands. 

n. Only clauses can be introduced williout a eounective. 

1'-'. If the relative pronoun is the subject of its clause the jiredicate must agree in number with 
the (if the relative pronoun. 

I'-V If a clause is introduced by the connective IIkiii which lias a piDuoun as its subject the 

])iMniiun must always be a pronoun. In the seiileiice "lie is older than I," I is 

the subjeet of 

14. Draw one straight line under eacli of the fcillowiiig words that is a connective : yesterday, 
and. he, is, or. but. among, lieyimd. nor. both-and, behind, any. either-or. many, several, neither- 
nor, few, these, not only-but also, that, an, Hian. tiicii, is, if, so that, we, as soon as, him, because, 
where, the, while, when, a, before, unless, nfler. 



Exercise 145. E. 



Date 1!)1 

iriiKral n ricir. 

1. Having played dii fli(' way. Prank reaelie<l school ,-ifter the liell had lieen rung. 2. Tlie 

i-hildreii's frieiiils had a mc-ri-y tina^ jilaying in the gai'deii as long as the weather was pleasant. 

3. Frank's younger brothei- does not play football so well as he did when he went to high school. 

4. The hoys wiio laugbeil al tlie old woman were neither courtecais nor kind. ">. The regiment, as 

soon as its leadei' had been killed, turned and Heil. leaving the wounded to die on the field. 

6. That ohl man not only sax'ed liis money, but also tried to prevent othei's from unnecessary 

«aste. 7. The dous wineh had been unehaiin'il were liarlcinL;' and crowling at tlie two men entering 

the liig gate. S. 1 sliould lie ashamed of getting such a low niai'k as that. 9. Yon shoukl not 

waste your money so foolishly. 10. Tile children who had been at the head in spelling worked 

(170) 



hard in nrder that they mif;ht stay there durint;' the term. 11. Tci -wliom are you speaking? 12. I 

liave not cared to go on the water since my friend's mother and sister were drowned. 

(a) Draw one straight lino under each singidar predicate and two straight lines under each 
plural predicate. 

(ft) Draw three straight lines under each connective used in the above sentences. 

(c) Draw one dotted line under each partieiple that is not a part of the predicate. 

(d) Draw two dotted lines under each infinitive. 

(e) Draw three dotted lines nnder each possessive noun. 
(/') Draw one wavy line under each attribute complement. 
(g) Draw two wavy line-s under each object complement. 
(/() Draw three wavy lines under each adverb. 

(i) Place parentheses around each clause in Sentences 1, 2, 3, 6. 7. and 12. 
(i) Write the two clauses of sentence 4. 



(k) Write the three clauses of Sentence 10. 



(?) Wa-ite a list of all the heli)ers used in the above predicates (13) 



(nt ) Select all possessive nouns from the above sentences and write them in both numbers (3). 

Siiigiilar ponscssice. \ I'liinil jiosscssirc. 
o 



3. 

12. 



(n) In Sentence 4. who is a and is the 

of its clause. 

(o) In Sentence 7, irhicJi is a and is the 

of its clause. 

(p) In Sentence 10. wJio is a and is the 

of its clause. 

(q) In Sentence 11, ivliuiit is a and is the 



(/•) Write a list of all ad.jectives that arc used as attribute cumpleuicnts (3). 



(171) 



Exercise 146. E. 



^ , . Date , 191 

General review. 

1. Mary's mother and father waited at the station until tlie train had disappeared around the 
curve. 2. Joe and Tom are goinu' to the eircus, liut their l)rotlier was naughty and lias to stay 
at home. 3. Before the graduating class .selected their pin they held a meeting and discussed 
several designs. 4. "We shall spend a day in the country next week if your mother will give her 
]>ermission. 5. The boys and girls were laughing and talking at tho door. H. That he had been 
here since you left is true, but to keep liim luatil you came was impossible. 7. lie bought not only 
apples, but also peaches. S. Wlnmi shall we follow since our leader failed? 9. In order that 
hi' miglit help our country, Lafayette left France and came to America. 10. As long as the 
river is rising the flood can not be stopped. 11. The Ijoy M'ho perseveres will surely succeed. 
12. The ring which was lost has l)eeu claimed liy tlie owner, lo. As the train approached the 
signal was given to close the gates. 14. I think that you arrived immediately after he left home. 

(n) Place parentheses around each clause in all of the aliove sentences except 11 and 12. Draw 
three straight lines under the connectives which join them. 

(h) Draw one slraight line under eacli singular predicate and two straight lines under each 
plural predicate. 

(e) Draw one wavy line under eacli infinitive. 

id) Draw one dotted line under each a1tri1iute complement and two <lotted lines under each 
iiliject complement. 

(c) Draw two wavy lines under each olijeet of an iniinitive. 

(f) ^Yrite the two clauses of Sentence 11. 



(y) Write the .two clauses of Sentence 1:; 



til) AYrite a list of all tlie helpers used in Ihe predicates (14). 



( (') Write a list of all the adjectives thai are used as attribute complements (3) 



(1-2) 



{j) Write a list of all the subject pronouns used (11). 



(/,■) Write a list of all the object pronouns used (1) 



[I) Write a list of all the possessive pronouns used (6). 



(m) In Sentence 2, the predicate. 

number because the subject, 

connected by . 

(») In Sentence 5 the predicate, 

number, because the subject, 

connected by 

(o) Write the two clauses of Sentence 8. 



and 



and 



-, is in the 



-, IS a 



-, is in the 



-. is a 



subject 



subject 



{ p) In Sentence 8, ivhom is a 

of its clause. 

((/) In Sentence 11, who is a 

of its clause. 

(;•) In Sentence 12, iclticli is a 

of its clause. 

(s) In Sentence 11, the ijredicate of iclio is 
number because the antecedent of who is — 
number. 

{t) Write a list of all the adverbs used (4). 



and is the 

and is the 

and is the 

— aiul is in the 
and is in the — 



Exercise 147. 

General review. 



E. 



1. She stood at the window pulliny;' down the shade as I passed by. 2. That work will be fin- 
ished as soon as he can .set the necessary materials. 3. The lady passed by before I could 
remember her name. 4. That book which is lyiug on the table ha.s not been opened siui'e I placed 

it there. 5. Tlie customer will have to wait until the grocer has time to attend to him. G. We 

(173) 



slijill not put dft' diu' tfip unless it I'Mins. 7. If the goods which you intend to send are well packed, 
nil harm can lie (hme 1<i tlieni. 8. Altlniuuii I he harhm- is fdrtitied. it is wise 1o hr cautious. !). If 
s)ie had beeu at hmne. it would have helped to uiake thi' lualter clear. 10. The pcdple trembled 
for the safety of I he ship. 11. Kindly write t his letter immediately in nrdei' thai it may be ready 
to be sent away at mail time. 12. The man whom he sent for remained seated until he was called 
forward. 13. He went skating in the morniiie-. and in the afternoon he took a walk through the 
park. 

(a) Place parentheses around each clau.se in all sentences except 4, 7. and 1-. Draw three 
.straight lines under each connective which joins clauses. 

{b) Draw one straight line under each singular predicate and two straight lines luider each 
l)lural predicate. 

U) Draw one wavy line' under each attribide complement and two wavy lines under each 
object complement. 

((/) Write the three clauses of Sentence 4. 



(c) Write the three clauses of Sentence 7. 



(/') Write the three clauses of Sentence 1- 



(fj) Write a list of the subject ]U'(ino\uis used (15). 



(7() Write a list of the ubjeet plMUnuils used ( :i ) . 



(174) 



(i) Write a list of the possessive pronouns used (2). 



(j) Cross out each prepositional phrase. 

(k) Write the participles that are not used as a part of the predicate (2). 



(i) Write the participial phrase in Sentence 1. 



(»0 Write a list of all adverbs used (10). 



{n) Write a list of all the helpers used in tlie above predicates (13). 



(o) In Sentence i, whicli is a . and is the 

of its clause. 

(p) Write a list of all infinitives used (5). 



(q) In Sentence 12, who))i is a and is the 



(r) In Sentence 4, is the predicate of who and is in the 

number because the antecedent of ii'ho is and is . 



Exercise 148. E. 



Date , 191 — 

General review. 

1. The book can be taken from the library either to-day or to-morrow. 2. In the battle 
neither the general nor his soldiers showed fear. 3. He wa.s not only a great soldier, but also a 
statesman. 4. He will contiiuie his work as soon as he returns from the country. 5. Remind 
me of the letter, if I should forget to mail it. 6. Since you come to me as a friend I will help 
you. 7. The president left before we had a chance to see him. S. The general, standing to the 
right, is the one who won the victory. 9. The gentleman whom we admired has been given a 
better ijosition. 10. The horse that met with an accident is now lame. 11. The cities which he 

(IT.-)) 



visited are all in .Spain. 12. The general started out to besiege the town, but Avas stopped in his 
march. 13. lie was uot only ambitious, but he also ac(.-(implished the things which he undertook. 
((;) Write the runubers df tin' above senteuees that are compound sentences (10). 



(b) Write the numbers of the above sentences that are simple sentences (3). 

( (■ ) Draw thriH' straight lines under each connective. 

((/) Draw one straight line under each singular predicate and two straight lines under each 
iilnral ()redieate. 

(( I Draw one wavy line under each attribute comi)lement and two wavy lines under each 
ilijcct complement. 

( /■) Write the two clauses of Sentence I). 



( // ) Wl'ite the I \V(i i/hiusr-; (if Sentence 1(1, 



ill) Write the throi^ elnuses of Senteni'e 13. 









(0 


Write a 


list of 


all the 


sub.iect pronouns used (1! 


2). 




('./■) 


Write a 


list of 


all the 


object pronouns used 


(5). 




(/,■) 


Wl'ite a 


list nf 


all the 


possessive pronouns 


used 


(3). 



(7) Draw one dotted line under each ad.iective, omilling tJir. 

(ill) Draw two dotted lines under each adverb. 

(n) Write a list of the hel[iei's used in the .-ibove prediciites (fi). 



(o) Cross out each ]ire]")ositioiial ;)hrase. ' 

(/() In Sentence 2 what is the subject ? and It is 

subject. The connei'live i^' 

(ITiV) 



(q) AVhat is the eompoiiiid cdiiiplcnieiit of Sentenee 3? 
What is the eoiineetive used ? 



and 



(r) What is the subject of remind in Sentence 5? 
(s) In Sentence 7. what is the infinitive plirase? - 



the 



(0 111 Sentence S. ivlio is a 

its clause. 

(») In Sentence 9. icJioin is a 

of its clause. 

(v) In Sentence 10. Ihat is a 

of its clause. 

{w) In Sentence 13, icliieh is a 

of its clause. 

(x) In Sentence 13. ambitions is an 



We use Jam because it is 
of 



and is the ^ — 

and is tlie 

and is the 



and is the 



complement and it modifies the 



Exercise 149. 



E. 



Date- 



191 



General rerieir. 

1. After the fog had cleared the sun came out. 2. The man worked as long as the day lasted. 

3. The girl has been ill since she ate too umeh ice cream. 4. School will not close until the rains 

make the roads impassable. 5. You may take any boolv except this one. (I They were afraid 

that the moon might fall upon them. 7. We hurried in order that we might reach school in 

time. 8. Who wrote a composition on coal' 9. I wish tliat you would do this for me. 10. The 

firemen came before the house was burned. 11. As soon as the rainy season comes tlie l)irds go to 

tlie soutliern lands. 12. I liave read a great deal since I have .joined the public library. 13. We 

will go on a picnic Saturday, provided that it does not rain. 

(ffl) Place parentheses around each clau.se and draw three straight lines under tlie connective 
that joins them. 

(6) Draw one straight line under each singular predicate and two straiglit lines under each 
plural predicate. 

(c) Draw one wavy line luider each attrilmte complement and two wavy lines under each 
object complement. 

(d) Write a list of the subject pronouns used (11). 



(e) Write a list of the object pronouns used (2). 



12— BUL 1." 



(177) 



(/') Dr;nv diii' dultcd line uikIim- cncli jul.jcctivc, oiuittiut;' llic. 

(g) Cross (nil cjicli prcpositiuiuil plii'asc. 

(h) Wi'iti' a list (if I lie pi'i'dicatcs \\liicli express aetiim in tile ])ast time (12). 



(/) Write a list nl' the pi'eilirates wliii'li express aetiiui ill the present time (9). 



(j) Write a list of the predicates whieh exi^ress fidui'e time (2). 



(/r) Wi'itc a list of the helpers nsed in the ahove predicates (12). 



Exercise 150. E. 



Date 191- 

Fniiil (' II III iildl I ri III run' 1 1 si . 

1. 'I'he parts lit speech tliat may lie nsed as cmnpleiiietits are . 

and . 

2. Ad.jectives modify by telliui;' . 

. anil li\' 



'■\. Any wiird that iiKidiHes a suh.iect is an 

4. Are \'erhs modifii^d by ad.j<'ctives or liy advel'bs? By 

a. ^\re nonns modified by ad.jectives or by advei'bs ;' By 

(i. ('onLpare the following; ad.ject i\i's : sweet, . ; pretty, 

, ; beantifnl, , 



7. If a pi'ononn is usi»d as the olij<>c1 of a ]ii'eposition oidy an pronoun can 

be used. 

S. T'nderline the prepositions aniom; tlii' followine list of words: me. to. her. at. with. by. lis. 
I. for. sli(.'. toward, across, me. I'an. in. it. is. into, under, they. over. we. between, study, beliiml. 
you. durinu'. tliroiiuh. 

!l. To cliaiii;!' a nonn fi'oiu tin- sineular number to the iilural unmbei' \\r usually add 

or to the noun. 



10. (iive the nniiib(U' of tln' followine nouns liy fillinu' in the lilauks: CJn'hJrni is the 
of . Mini is the of \V (I III I II 

(ITS) 



is the of . Chiirfi is tlie of 

Knife is the of CaJf is the of 

11. Vprl)s eiidiiiu' in .<* are always Nouns eiulini;' in .v are usually 

12. A subject in the siuiiiihii' iiuinhei- must have for a predicate a verb in tile 

number. 

13. A subject iu the iilural number uuist have for a predicate a verb in the 

nmulier. 

14. We can chanizc a vei-li from the to the luniilier by add- 
ing s to the form of the verb. 

15. The three principal jiarts of a verli are the form, the 

form, and the 

1(). (Jive the [irinciiial |)arts of the following ^-erbs : xcc. . ; 

(jii, , ; (/() : Dill. , 

: hii/iii, . 

17. We maA' express present time b\' using the form nf the Acrb willidut 



18. We may expi'ess future time by using the form of the verb with the 

helpers and 



19. We may express past tiiii(^ by usinu the form of the verb 

; or by using the with the helpers - 



20. The helper Jiiiri is used wluMi the subject is in the number and alsd when 

the subject is or ' 

21. The helper liiis can be used when the subject is . but can not be used 

with the singular subjects and . 

22. Draw one line umler each of the following verbs that nnist be usimI with singular sub- 
jects and two lines under those tlnit must he nsecl with plural subjects: lilows, ring. blow. ring, 
has blown, have rung, lireak'. breaks, go, has brukeii. have gone. goes, falls. Iiax'e fallen, fall. 

23. In exi)ressing future time we use the hel|)ei' with the subjects / and irr, 

and we use with all other subjects. 

2-1:. The form of the verb is never used with helpers. 

25. The participle is nevei' used in the pi'cdicate witlKJut helpers. 

26. Write the time expressed l).\- the fulhiwiug verbs: Will sliiihi exjiresses 

time. IIiis sliidiiil ex]iresses time. SIikIks expresses time. 

Stiiili/ exju'esses time. Jfan slinliiil exju'esses time. FIiul 

sfiiilicd expresses time. 

27. /, /'( , sill'. ICC and llu i/ are piDnonns. 

28. Ml . Iiiiii. Ill r. iif< and lln iii are prnuonus. 

29. .1///, iiiiiii. his. Iiirs. Ill r. Iluir. iiiii:'<. i/diu's and ils are [)ronouns. 

30. The pi'eselit fol'lUS of the verb hi ai'e . . 

(170) 



and The past forms of the vcrli hi are and - 

The past participle of be is 

31. The forms of tlie verb bi that are tisimI with sin^uhir suljjeeis are - 

. aud . The plural forms are 



and 

32. Attribute eora])lements alwiiys follow the verli. . but 

complements never follow the vei'li. l)e. 

33. The three parts of speech that may be nsed as attribute ciim]ilemcnts are 

and 

34. Can adverbs ever be nsed as attribnte complements? 

35. The pronouns . . 



and can be used as sub,ii>cts and — complements, but never as 

complements. 

36. The pronouns . , . , . 



and cjin lie nsed as nbject comjilements. liut can never be nsed as 

— or comiilements. 



37. We can not say "I have saw" because scnr is the form of the verb 

and the f<n'm is never usimI witii a helper. We must nse the 

with /((/.s. /((/(■( or //(/(/. 'J'lierefcire, the sentenci' siiould be, "'I have .'" 

38. We can not say "I seen it"" because .s-rcx is the . and the 

is uex'er nsed witliunt a helper. We must use the 



torm if nil iieliier is nseil. Therefore, thr sentence should lie "I it."' 

31>. The two pai't iriples of a vi'rli are the participle and the 

liai1i<'iple. 

■10. The present jiai'liciple is formed by addinu' to the form of 

the verb. 

41. We can always find the jiast (tartieiple liy lookinu' at the 

of tiie iH'incipal parts of the verb. 

42. The present participle is never a part of the predieate unh-ss nsed with 



43. The past particijile is never nsed as a part of the [iredicate unless nsed with some form of 
, or with the helpers , and . 



44. We can never nse the form of the \'erli with any heliier or with any 

form of the verb he. 

45. When the past partieijde is preceded b\ the helper hariiig is it a part of the predicate? 



46. A preposition with its oliject and modihers of the object make nii a 

jihrase. 

47. Can a participle have an oli.ject? The jiarticiple with its oliject and 

modifiers of the object make up a phrase. 

48. and may be nsed as objects of participles. If a pro- 

(180) 



uouu is used as the object o±" a participle it must be an pronoun. A 

pronoun can never be used as the object of a participle. 

49. Are participles modified by adjectives or by adverbs? By 

50. Only an pronoun can be used as the object of a verb, object of a prepo- 
sition, or object of a participle. 

51. The infinitive is formed by adding the form of the verb to the sign 



52. The infinitive is never a part of the _ 

53. The object of an infinitive is either a or a The infin- 
itive and its object, with the modifiers of the object, make up an 

54. If a pronoun is used as the object of an infinitive it must be one of the 



pronouns. A pronoun can never be used as the object of an infinitive. 

55. Are infinitives modified by adjectives or by adverbs? By 

56. The three kinds of phrases are phrases, phrases, and 

phrases. 



57. Possessive nouns and possessive pronouns show . 

58. We form the singular possessive noun liy adding 

to the form of that noun. 

59. We form the plural possessive noun by adding 

to the plural form of that noun if it does not end in When the plural form of the 

noun ends in 5 we add only the . 

60. When no subject is expressed in a sentence the subject is We always use 

a verb in the number with the subject you. 

61. Draw one line under each singular possessive noun and two lines under each plural posses- 
sive noun in the following list : boy's, boys', cow's, children's, child's, sun's, traveler's, baby's. 
babies', soldiers', captain's, mother's, miners', dragon's, fairies', fairy's, Indians', tribe's, thieves', 
hero's, heroes'. 

62. We form the comparative degree of most adjectives and adverbs by adding 

to the degree form. We form the superlative degree by adding , 

to the degree form. 

63. Write the comparative and superlative degree forms of the following: good. , 

; bad, , : well, , ; 

little, , ; )nucli, , 

64. Compare the following: .studious. ■ , 

: beautiful, , : 



honest. . ; u'oudirful, 

, ; finulij. 



65. Two or more subjects joined liy connectives foi'm a subject. 

66. Two or more predicates joined by connectives form a 



(ISl) 



Ii7. Two or liiiii-i' niiii|il('iiii'llls. jdiiicd l)y riiiiiici'tivcs form a 

(iS. All eiiiii|)cnui(l siilijccls r('(|uir(' i] pi-i'ilicatr in the 

siviiiuliir siiliji'i-ls ciiiiiici-tcd ]<y Siti;jii];ir siiliji'^-ts ('(unirclrd by (,r ri"|uii'e a 



iininlier. except those 



prcilh-ati-. riiiral siili.jri-ls cniiiii-i-lcil hy (//■ riMpiire a — 

to I'oriii 



liil. Two oi' more clauses may lie joiiieil li\ 

7(1. ('laiises may also lie eoliiieeteil li\- — 

|il'oilollll eolilieets two clauses tile 

]>lace or ill the place of one of the clauses 

71. The relative jironouns are . 

Of these. 



preilicate. 
- sentence. 



proiioiiiis. When a 

in'oiioiiu is used in either the 



and 



is the oiil.v one that can not !»> iisi-d as thi' subject of it.s 



clai 



i'2. The rclati\(' pronoun irlm can lie usimI only as the 



<if its clause. 



must he used in its place if it is tlie coinpleiiicnt of the clause. 

7:1. ^V relative pronoun inust always have an in tlii' lirst clause for whi<'h the 

relati\'e pronoun stands. 

74. J f the rclatixe pronoun is the snli.iecl of its clause t hi' predicate must auree in iinmher with 

the of the relatixi- pronoun. 

75. Draw one strait;hl line niiili'r each connective in the follow inu list of wori.ls : yesterday, 
and. he. is. or. liut. amoni;-. heyond. nor. Iiotli-aiul. lieliind. any. either-or. many, several, neither- 
iior. few. thes(\ not only-lint also. that. as. than. then. is. if. it. so that, ^\■e. as soon as. him, 
because, \vhere. the. while, when. a. before, unless, after. 



(lS2t 



LIST Of COURSES Of STUDY— Continued. 

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